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From YouTube: ASD School Board Meeting
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A
Our
board
meeting
today
is
Tuesday
September
20th
board.
Members
present
in
the
boardroom
are
members
lessons
Jacobs
Holloman,
Higgins
and
Bellamy
joining
us.
Virtually
we
have
members
Wilson
and
Donnelly.
We
also
have
with
us.
We
have
Dr
Jared
Bryant,
our
superintendent
Ellie
Shaw,
our
student
representative
and
Amanda
Foster,
our
executive
assistant,
and
with
that
we'll
do
our
flag
salute
and
land
acknowledgment
Michelle.
C
On
behalf
of
the
Anchorage
School
Board
I
want
to
take
a
moment
to
recognize
and
offer
gratitude
for
the
sacred
ancestral
lands
of
the
denina
people.
We
acknowledge
and
appreciate
that
our
offices,
facilities
and
schools
are
on
the
sacred
indigenous
lands
and
we
honor
the
traditional
care
that
has
been
given
to
this
land
throughout
throughout
Generations.
We
are
grateful
for
the
opportunity
to
grow,
learn,
work
and
create
educational
communities
on
the
sacred
land.
We
extend
continued
respect
for
the
many
cultures,
creativity
and
resilience
of
its
indigenous
peoples,
chanon.
C
C
We
started
off
by
playing
a
quick
game
to
get
to
know
each
other.
We
kind
of
went
through
like
the
process
of
what
we
do
in
a
normal
Sab
meeting.
C
We
heard
from
Member
lessons
kind
of
she
introduced
herself
and
what
she
shares
to
the
board
went
over
some
just
like
normal,
like
procedures
for
first
meeting.
Our
next
meeting
is
October
11th
at
11,
15
a.m
and
I
do
know
for
schools.
We
are
all
going
through
that
homecoming
season,
so
that
is
something
that
is
keeping
a
lot
of
high
schoolers
busy
with
football
volleyball
flag
football
cross
country,
tennis
other.
Do
you
think
so?
I
know
a
lot
of
high
schoolers
are
super
busy
getting
back
into
the
school
year.
Yeah
all.
A
Right,
thank
you
Michelle.
So
that
brings
us
to
item
C
and
it's
just
a
placeholder
tonight,
because
we
are
still
waiting
on
data
so
that
we
can
do
that.
Our
reading
proficiency
report,
but
our
next
meeting
we
will
have
a
report
or
at
least
have
a
monitoring
conversation,
and
we
did
reorder
our
agenda
just
slightly
for
this
meeting
and
this
meeting
only
so
we
moved
our
superintendent
update
up
to
item
D,
so
Dr
Bryant
sure.
G
Good
evening
school
board
and
ASD
Community,
so
we
did
move
up
the
superintendent
update
a
little
earlier
this
week
and
one
of
the
reasons
is
because
I'll
be
sharing.
My
update,
I'll
have
a
couple
staff
members
present
on
mental
health
and
student
support,
so
I'll
keep
my
remarks
fairly
brief.
G
So
I
can
allow
my
colleagues
to
share
more
about
mental
health
and
supports
in
ASD,
but
in
some
we
look
forward
to
returning
to
our
regular
board
goal
monitoring
presentations
next
month,
so
that
we
can
resume
our
discussions
on
academic
outcomes.
G
Additionally,
I
look
forward
to
continuing
my
school
visits
this
month
to
get
a
firsthand
look
of
the
opportunities
to
progress
as
a
district,
for
example,
I
have
the
opportunity
to
visit
one
of
our
Title
One
elementary
schools
last
week
and
I
truly
was
blown
away
by
the
level
of
student
engagement
and
strong
instructional
practices
that
I
saw
in
the
classrooms.
It
was
energizing
to
witness
numerous
examples
of
strong
reading
and
math
instruction
and
those
are
for
students
who
need
a
high
level
of
support.
G
So
while
we
do
have
a
long
way
to
go
to
improve
academic
outcomes,
there
are
incredible
teachers
and
leaders
right
here
in
ASD
right
now,
so
I
did
want
to
recognize
that
and
I'd
also
like
to
give
a
special
shout
out
and
congratulations
to
Huffman
Elementary
School,
which
was
recently
named
a
National
Blue
Ribbon
School.
It
was
one
of
297
schools
Across
the
Nation
to
receive
this
recognition
this
year,
so
a
way
to
make
ASC
proud,
Huffman
Huskies.
G
So
tonight,
as
I
mentioned,
we'll
have
a
special
presentation
from
the
mental
health
and
student
support
department.
Before
we
move
on
to
that
presentation,
I
would
like
to
provide
a
few
high-level
updates
Transportation.
We
are
still
actively
seeking
bus
drivers
So.
Currently
we
have
about
62
vacancies,
but
we
do
have
35
drivers
in
training
and
another
16
who
are
in
the
interview
and
betting
process.
G
I'm,
also
hopeful
that,
as
the
tourism
season
winds
down
that
we'll
finally
be
able
to
hire
more
drivers
for
ASD,
but
it
is
important
that
we
remain
Vigilant
and
urgently
recruit
and
retain
our
bus
drivers
for
those
who
are
currently
employed
by
the
tourism
industry.
We
truly
hope
that
you'll
consider
a
career
with
ASD
as
the
season
winds
down.
G
Our
eyes
are
also
still
on
the
long
ring
strategies
such
as
our
third
party
review
of
our
transportation
practices,
and
we
look
forward
to
providing
updates
to
the
board
in
the
coming
months
on
our
plan
to
prevent
this
situation
from
reoccurring.
The
next
thing
I'd
like
to
provide
an
update
on,
would
be
the
budget.
We
are
continuing
the
process
of
engaging
the
community
and
stakeholders
in
the
budget
planning
process.
G
Last
week
we
convened
all
principals
for
their
monthly
professional
development,
and
during
that
day
we
hosted
small
group
conversations
to
gather
principal
input
on
budget
priorities.
We
are
also
Gathering
Community
input
via
survey,
which
can
be
accessed
in
five
different
languages
at
asdk12.org
fy24
survey.
G
We
encourage
all
members
of
the
community
to
share
their
ideas
and
concerns
about
the
budget
which
will
inform
our
decision
making.
Today,
we've
received
over
900
responses
and
we're
looking
forward
to
reviewing
more
thoughts
and
feedback
from
members
of
the
community.
G
G
H
Lessons
thank
you
for
that
report.
I
was
not
paying
attention
to
our
agenda.
G
H
Here
it
is
I'm
wondering
what
we're
now
a
few
weeks
into
the
school
year,
which
is
enough
time
to
flag
our
chronically
absent
students.
So
what
are?
What
is
the
district
doing?
What
are
individual
schools
doing
to
really
Target
the
students
who
are
already
have
already
passed,
the
threshold
of
being
phonically,
absent
or
showing
warning
signs
sure.
G
That's
a
great
question,
so
essentially
we
recognize
as
an
Administration
that,
when
our
students
are
not
in
school,
learning
is
not
taking
place.
So
for
that
reason
there
may
be
a
number
of
Campus
level
strategies
that
are
happening.
Chronic
absenteeism
is
a
bigger
issue
at
certain
campuses
than
others.
G
So
I
don't
want
to
not
state
that
our
campuses
aren't
working
because
I
know
that
they're
working
tirelessly
everything
from
calling
up
families,
I
I,
spoke
with
principals
last
week
that
mentioned
home
visits
as
a
strategy
for
students
that
are
chronically
absent
thinking
about
ways
that
we
can
leverage
technology
to
reach
students
via
text
or
email
or
other
means.
These
are
all
things
that
I'm
hearing
anecdotally
at
the
campus
level
and
I
would
be
happy
to
provide
a
written
statement
as
to
what
we're
doing
at
the
district
level
to
also
tackle
The,
Chronic
absenteeism.
A
Thank
you
member
lessons,
any
other
questions
for
Dr
Bryant
before
we
continue
with
member
Donnelly.
A
Oh,
he
froze
looks
like
you
froze,
remember
darling.
If
you
can
hear
us,
maybe
you
can
call
call
in
call.
A
A
D
G
Right
so
we
will
go
ahead
and
proceed
to
our
mental
health
and
student
support
presentation
being
led
by
Dr
Jenny
Knutson.
Our
senior
director
of
mental
health
and
student
support
and
team.
J
J
You
have
a
large
Entourage
tonight
because
we
have
a
lot
to
share
with
you
so
good
evening.
Superintendent,
Bryant
more
president
Bellamy
and
board
members,
I'm
Jenny
Knutson,
the
senior
director
of
mental
health
and
student
supports
and
I
am
joined
tonight
by
an
exceptional
team,
and
so
I
want
to
introduce
the
team
that
we
have
here.
If
you
can
raise
your
hand
when
I
call
your
name
Kate
McClellan
who's,
our
director
of
student,
supports
and
we'll
be
tag
teaming
with
me
on
some
of
this.
J
So
schools
are
really
a
point
of
both
access
and
outcomes
for
our
Mental
Health.
So
when
students
are
healthy
and
they
feel
safe
and
supported,
they're
more
likely
to
succeed
in
school
and
life,
which
is
our
mission
here
at
ASD,
this
is
our
Y
and
ASD.
This
is
our.
Why
for
providing
integrated,
Mental,
Health
Services,
so
moving
on
to
the
next
point,
is
the
board
goal
back
a
slide?
Thank
you.
Borgo
4.0
is
the
foundation
for
really
which
we're
building
out
a
comprehensive
school-based
mental
health
system.
J
So
the
guardrail
addresses
both
our
asd's
internal
mental
health
supports
and
our
community
mental
health
Partnerships.
So
the
focus
of
our
work
as
we
move
forward,
is
to
establish
a
comprehensive
and
integrated
mental
health
model
that
is
both
Equitable
and
culturally
responsive
to
ASD
students.
So
this
really
serves
the.
What
the,
what
we're
going
to
do
and
we're
going
to
talk
a
little
bit
about
that
tonight
and
then,
finally,
this
year,
we're
concentrating
our
efforts
on
the
how
so
we've
talked
about
the.
J
Why
the
what
and
the
how
for
implementing
our
integrated
system
in
April,
Kate
and
I
introduce
you
to
a
framework
that
was
called
the
interconnected
systems,
framework
or
ISF,
and
this
evidence-based
approach
is
out
of
the
national
Center
for
school
mental
health
in
the
University
of
Maryland,
and
this
framework
really
helps
schools
and
districts
build
a
single
system
together.
That
takes
our
school
system
and
our
community
male
Health
to
address
the
social,
emotional
and
behavioral
needs
of
kids,
and
this
framework
is
really
what's
going
to
guide
the
how
as
we
move
forward
through
this
year.
J
K
To
start
again,
I'm
Kiel,
McClellan,
director
of
student,
supports
and
I
think
it's
important
that
we
highlight
what
we
have
undergone
to
really
improve
our
community
collaborations
and
supports,
and
at
the
core
of
all
of
this,
was
to
build
collaborative,
Partnerships
and
relationships
that
really
Usher
forward.
That
comprehensive
School
mental
health
program
and
that
started
with
really
engaging
our
principles
through
work
groups.
And
this
was
to
gain
an
understanding
of
types
of
Partnerships
and
create
opportunity
for
feedback
into
a
dialogue.
K
And
then
we
also
move
that
on
to
kind
of
extend
to
our
macro
level.
Partners
our
systems,
level,
Partners,
We,
Begin,
engaging
the
division
of
Behavioral,
Health
and
Optum,
who
is
the
administrative
service
Organization
for
the
state
of
Alaska's
Medicaid
system,
and
really
that
partnership
was
focused
on
sharing
our
vision
and
kind
of
our
learning
thus
far,
and
our
desire
to
see
a
really
comprehensive
mental
health
program
in
ASD
schools
to
improve
outcomes.
But
then
also
to
begin
to
float
the
idea
of
a
partnership
on
how
we
can
kind
of
undergo
together.
K
This
idea
of
a
quality
improvement
Initiative
for
our
community
and
the
state
at
large
and
Optum
was
really
a
key
partner
in
this
dialogue,
in
that
they
are
also
the
administrative
service
organization
in
the
state
of
Idaho,
where
they
actually
created
a
toolkit
for
schools
in
that
Community
to
help
them
learn
and
kind
of
the
how-to
of
embedding
Mental
Health
Services
in
schools.
So
they
were,
we
all
engaged
and
just
began
the
foundation
of.
How
do
we
look
at
a
strategic
partnership
from
both
the
state
and
municipal
or
District
level?
L
K
So
in
these
meetings,
we
really
have
created
a
two-way
dialogue
where
we're
focusing
on
cross-systems
learning,
how
we're
resolving
issues
and
barriers,
maybe
that
are
coming
up
consistently
or
not
able
to
be
resolved
at
the
school
level
and
placing
a
burden
on
the
schools.
How
can
we
lift
that
off
their
plate
and
begin
addressing
it
at
a
different
setting?
So
we
can
provide
the
solutions
to
schools
to
more
effectively
and
efficiently
provide
this
ports
to
students,
it's
also
about
coordinating
across
providers.
K
So
we
have
three
providers
different
entities
in
our
schools
so
that
they
can
collaborate
amongst
each
other
and
also
across
systems.
It's
also
about
sharing
work
around
funding
and
sustainability.
We
will
talk
a
lot
more
about
this.
In
the
months
to
come,
but
really
for
us
to
begin
aligning
around
shared
asks
how
we
can
support
each
other.
It's
important
to
make
sure
that
this
work
is
sustainable,
ongoing
and
that's
going
to
take
all
of
us
coming
together
and
also
around
aligning
for
data
needs
priorities,
collection
and
analyzing.
K
The
school
district
has
a
lot
of
data
at
its
fingertips,
and
our
Community
Partners
do
as
well.
So
it's
really
about
looking
at
data.
How
are
we
analyzing
it
and
choosing
what
best
supports
us
understanding
outcomes
and
moving
from
this
idea
of
kind
of
a
process
based
metric
where
we're
looking
at
hey,
we
provide
this
many
services
or
this
many
screening
to
more
a
functional
based
data
analysis.
So
how
are
we
looking
at
life
domain?
K
Improvement,
functional
well-being,
satisfaction
in
their
schools
and
how
are
we
joining
and
those
outcomes
together
and
looking
at
the
same
data
so
really
sharing
in
outcomes
and
data
and
goals
together,
and
then
it
was
also
to
facilitate
strategic
connections.
The
district
is
a
large
entity,
and
so
we
want
to
make
sure
that
they
have
an
easier
way
to
navigate
to
support
them.
That's
not
left
on
the
School
principles
or
other
providers
within
the
school
so
being
able
to
facilitate
that
for
them
and
then
also
with
external
Partners
as
well.
K
The
next
thing
we've
done
is
really
focused
on
our
committees
and
really
refining
and
engaging
our
committees.
I'm
sorry
I
skipped
one
so
I'm
down
at
that
last
bullet
point,
but
really
focusing
on
refining
and
defining
our
committees
that
are
going
to
oversee
and
execute
this
work.
And
one
committee,
it's
going
to
be
a
standing
committee,
is
really
going
to
be
our
advisory
committee.
K
So
that's
going
to
include
national
state
and
local
experts
and
stakeholders
that
are
unique
to
school
mental
health
or
who
have
a
stake
in
school
mental
health
who
can
really
push
this
forward
at
a
systems
level.
So
there's
a
lot
of
statutes
and
regulations
over
both
Behavioral
Health
and
Educational
Systems.
How
are
we
bringing
those
systems
together
to
be
in
collaborating
and
troubleshooting
how
we
can
make
this
work
long
term
and
into
the
future,
really
change
the
way
of
how
we
approach
mental
health,
both
as
a
community
and
as
a
state?
K
The
next
was
a
steering
committee
and
our
steering
committee
really
held
a
unique
intention
that
we
wanted
it
to
be
representative
of
not
only
the
community
it
serves,
but
of
the
that
includes
staff
and
partners.
So
the
vision
was
to
have
a
diverse
representation
of
educational
staff,
so
Equity
teachers,
counselors,
psyches
directors,
principals
and
then
on
the
community
side.
K
That
would
be
more
of
our
community
behavioral
health
partners,
our
students,
our
families
and
other
key
Community
Partners,
and
really
they
were
going
to
be
the
vehicle
by
which
we
created
mechanisms
and
systems
and
tried
to
organize
and
execute
or
delegate
the
work
to
be
executed,
and
through
our
learning
and
talking
with
other
states
and
districts
who
have
gone
through
this
process.
They
really
helped
us
share
that
you
need
to
take
that
attention
and
embed
it
into
everything.
You
do
seems
simple,
but
it
took
us
a
little
while
to
get
there
and
so
really.
K
We've
we've
evolved
that
idea
to
taking
it
and
saying
how
do
we
make
sure
that
team
exists
at
the
school
level
at
the
school
leadership
level
at
kind
of
a
cohort
level,
so
our
secondary
and
our
elementary
level
and
then,
as
you
get
to
the
district
building,
our
district
teams
and
executive
leadership
team
so
really
taking
that
that
idea
of
teaming
that's
going
to
occur
at
multiple
levels
and
aligning
aligning
our
initiatives
and
data
and
systems
to
create
kind
of
an
efficient
and
transparent
process.
K
And
last
but
not
least,
we
did
expand
through
our
partners.
They
were
able
to
secure
independent
funding
to
expand
into
four
ASD
schools
that
would
be
Clark
through
Alaska
Behavioral,
Health
tutor
through
Providence
and
then
Northwood
and
Russian
Jack
are
looking
at
a
partnership
through
Volunteers
of
America
Alaska.
J
J
The
mental
health
and
student
supports
Department,
which
was
officially
formed
on
July
1st,
so
we're
new
and
this
department
brings
together
Health
Care,
Services,
nursing
school
psychology,
Elementary
counseling,
positive
behavior
intervention
supports
crisis
response,
all
of
those
things
under
one
department,
so
that
we
can
really
align
those
systems
and
work
collaboratively
with
our
Community
Partners
to
move
forward
in
the
schools.
Really.
J
The
mental
health
and
student
supports
department
works,
collaboratively
with
students,
Educators
administrators
families
and
Community
Partners
to
support
the
physical,
the
social,
the
emotional
and
the
behavioral
well-being
for
every
kid,
with
the
goal
of
them
achieving
and
learning
in
school.
We
do
this
by
providing
interventions.
Counseling,
Services
intervention
supports
professional
development
for
staff,
resources
and
technical
assistance
to
help
problem
solve,
and
we
do
that
within
a
multi-tiered
system
of
support.
J
So,
just
like
you
hear
that
multi-tiered
system
of
support
for
academics,
we're
paralleling
that
with
our
behavior
and
social
emotional
learning,
so
whether
using
a
similar
system
last
June,
we
brought
together
all
of
our
practitioners
internally,
and
we
had
them
really
look
at
what
are
their
roles
across
our
tiers
of
support
in
a
multi-tiered
system
of
support
and
tonight
what
we're
going
to
do.
Instead
of
just
hearing
me
and
Kate
talk
about
it,
we've
invited
them
here
to
be
able
to
tell
you
what
they
do.
J
So
you
know
what
the
resources
are
internally
you're,
going
to
hear
from
our
school
psychology,
counseling
and
nursing,
but
to
start
with
we're
going
to
have
Sarah
Dykstra
really
provide
a
high
level
overview
for
you
of
positive
behavior
intervention
supports
or
PBIS
and
you'll
be
hearing
more
about
this
as
we
go
through
the
year.
This
is
really
essential
to
have
in
place
to
do
an
ISF
framework
and
to
integrate
mental
health.
They
go
together,
and
so
that's
what
we're
really
working
on.
M
Thank
you
good
evening,
I'm
going
to
move
on
to
the
next
slide,
so
positive,
behavior
intervention
supports
is
an
evidence-based
three-tiered
framework
for
supporting
students,
behavioral
social
and
emotional
needs,
and
it's
the
approach
that
we
use
here
in
ASD
to
promote
school
safety
and
positive
behavior,
which
creates
the
conditions
for
learning
in
schools.
Tier
one
is
what
we,
as
staff,
do
school-wide
for
all
students
in
the
building.
This
includes
active
leadership
teams
that
establish
teach
and
monitor
those
consistent
expectations,
school-wide
to
ensure
school
safety
in
a
positive
climate
and
in
classrooms.
M
We
use
evidence-based
classroom
management
strategies
to
create
a
positive
and
structured
learning
environments
that
are
really
conducive
to
learning.
We
teach
social,
emotional
learning
curriculum
based
on
our
SEO
standards,
and
we
use
data
to
make
decisions
at
that
school
and
classroom
level
for
some
students
they're
going
to
need
a
little
bit
more
or
tier
two
interventions.
In
our
framework,
this
means
we
provide
interventions,
often
in
small
groups,
to
address
their
social,
emotional
or
behavioral
needs.
M
We
also
know
that,
because
supporting
students
with
behavioral
concerns
can
be
exhausting
and
sometimes
overwhelming,
that
we
really
have
to
have
systems
in
place
for
Teacher,
support
and
teacher
problem
solving
and
that's
crucial
at
this
level
as
well,
and
we
use
progress
monitoring
with
data
which
supports
that
decision
making
and
allows
staff
to
make
objective
decisions
about
what
students
might
need
and
then,
finally,
we
have
a
few
students
who
will
need
the
tier
three
intensive
intervention
supports,
and
this
involves,
usually
a
team
creating
an
individualized
Behavior
plan
to
support
that
student's
needs.
M
N
All
right
thanks
everybody:
this
is
our
school
counseling
team,
I'm,
Jessica,
Williams
and
I
represent
Secondary
School,
counseling,
so
7
through
12..
We
currently
have
81
school
counselors
at
the
secondary
school
level,
with
two
vacant
positions.
At
this
time
and
Diana
good.
O
Evening
my
name
is
Diana
Carter
I'm,
the
Elementary
School
counseling,
lead
and
I
wanted
to
provide
some
numbers
for
you
that
I
thought
were
really
impactful.
We
have
59
elementary
schools
in
the
Anchorage
School
District
12
schools
have
full-time
counselors,
that's
20
percent.
We
have
27
schools
that
have
a
half
time,
counselor,
that's
46,
and
we
have
20
schools
that
have
zero
counseling
and
that
is
34
of
our
schools
and
our
children
are
going
without
that
service.
N
One
more
mention
as
well
about
Secondary
School
counseling,
our
average
ratio
for
counselor
pers
to
student
is
about
300
to
1.
You
know,
give
or
take
certain
School
sites
that
might
have
a
little
bit
of
a
difference
in
that.
N
N
That
is
as
much
the
role
that
school
counselors
have
carried
over
many
many
years,
but
rather
than
fighting
fires,
I
think
we
would
rather
have
Sierra
fire
department,
working
on
prevention,
doing
building
checks
and
educating
people
on
fire
safety,
and
that
is
exactly
what
school
counselors
would
prefer
to
be
doing
for
most
of
their
time.
So
in
the
tier
one
mtss
world
school
counselors
serve
as
that
pivot
point
between
the
students,
academic
experience
with
their
teachers
and
in
their
classroom
environment
tier
one.
N
That
would
look
maybe
like
College
and
Career
life
planning
to
class
so
that
their
academics
experience
will
be
successful,
and
this
is
where
we
in
our
profession
and
per
the
American
School
counseling
Association
National
model
will
be
spending
most
of
our
time,
and
that
is
what
we
were
working
towards
in
our
district
to
maintain
and
then
Diana
is
going
to
share
a
little
bit
about
the
tier
two
and
tier
three
levels,
which
are
the
levels
that
we
try
to
try
to
work
through
in
prevention,
so
that
we
don't
have
to
spend
too
much
time
there.
N
O
You
so
our
tier
two
are
our
targeted
interventions
so
as
we're
moving
up
in
intensity
with
students,
those
type
of
interventions
in
the
counseling
world
look
like
small
groups,
so
anger
management,
grief
groups,
things
like
that
they
can
be
our
check-in
and
check
out
times
with
kids.
Those
are
attendance
interventions,
parent
support
and
education,
referrals
to
on-campus
supports
as
well
as
conflict
resolution
and
then,
as
we
keep
moving
up
our
tier
three,
which
is
our
individualized
student
interventions.
D
Good
evening
my
name
is
Linda
self
and
I
am
the
District
School
of
Psychology
instructional
lead
as
well
as
the
school
psychologist
that
Services
Baxter
Elementary
go
Bobcats,
so
every
school
and
program
in
our
district
is
supported
by
one
of
our
47
School
psychologists
or
our
one
of
our
six
School
psychology
interns.
So
I
just
want
to
take
a
second
to
talk
a
little
bit
about
our
school
psychology.
Interns.
Alaska
is
one
of
the
three
states
in
our
nation
that
does
not
have
a
school
psychology
program,
so
we
really
rely
on
our
school.
D
Our
internship
program,
we
developed.
We
put
a
lot
of
effort
and
time
into
our
school
psychology
internship
program
to
make
it
very
robust
and
very
appealable
to
our
interns
down
in
the
lower
48
to
come
up,
and
so
we
actually
have
that
has
really
paid
off
for
us.
We
have
of
our
47
School
psychologists,
half
of
them
actually
interned
with
us.
So
it's
been
a
great
recruitment
strategy
for
us,
so
we'll
looking
at
the
services
that
school
psychologists
provide.
D
Some
of
our
Universal
supports
include
Consulting
on
that
school-wide
Mental
Health
Services,
as
well
as
that
PBIS
initiatives
at
the
school
level
that
Sarah
talked
a
little
bit
about.
We
engage
with
school
teams
and
database
decision
making
around
both
academics
and
behavior,
and
we
do
serve
on
our
building
leadership
teams.
D
Our
two
tier
supports
do
become
more
targeted
as
we
engage
with
staff
and
families
in
supporting
those,
diverse
learning
and
behavior
needs
of
our
students,
and
so
our
school
psychologists
are
active
Partners
in
that
collaborative
collaborative
problem
solving
process,
and
as
part
of
that,
we
are
developing
those
academic
and
those
behavioral
interventions
for
students
and
then,
finally,
at
that
third
tier
of
Service
delivery.
We
support
our
students
with
our
greatest
needs.
We
do
those
comprehensive
evaluations
for
special
Education
Services.
D
We
develop
those
individualized
Behavior
plans
as
a
result
of
those
functional
Behavior
assessments,
we
provide
direct
counseling
supports
and
we
complete
safety
risk
assessments
as
well.
Our
school
psychologists,
in
partnership
with
our
school
counselors
provide
District
level
crisis
response
to
our
school
when
they've
been
impacted
by
tragic
events
such
as
Destin
of
a
student
or
of
a
staff
member.
So
I
want
to
thank
you
all
for
giving
me
the
opportunity
to
talk
about
our
work
of
our
incredible
school
psychologist
that
and
they
do
in
our
buildings
every
day,
foreign.
E
Bell
and
I'm
the
director
of
healthcare
services
and
I.
Thank
you
all
for
being
here
tonight.
I
just
wanted
to
tell
you
something
about
school
nursing,
so
we
currently
have
90
BSN
prepared,
School
nurses
in
that
are
allocated
for
our
schools
and
I
want
to
emphasize
the
reason
for
the
BSN.
One
is
because
they
are
through
have
type
C's
like
the
teachers,
do
have
type
B's
or
type
A's
anyway,
and
they
also
have
mental
health
preparation
in
their
program,
which
is
very,
very
important.
E
Not
all
nursing
programs
have
that
and
I
think
that's
very,
very
important.
Right
now,
with
what's
going
on
in
our
school
districts
of
those
90
allocated
positions,
we
have
all
but
2.5
filled.
So
there's
only
2.5
they're
unfilled
at
this
time
and
I'm
very
happy
about
that,
because
that
wasn't
quite
what
it
was
at
the
beginning
of
the
school
year.
E
We
also
have
12.75
health
treatment,
nurses
and
those
are
RNs
and
LPN
positions
that
are
not
BSN
prepared
and
of
those
we
don't
have
all
of
them
filled.
We
have
7.55
unfilled.
We
use
those
as
support
to
fill
back-filled
schools
when
nurses
are
out
ill
when
we
don't
have
a
subject
fill.
E
We
also
use
them
to
support
with
some
of
our
activities
like
screenings
and
immunizations,
and
we
also
use
them
in
our
larger
schools
like
at
the
high
schools
that
have
populations
of
over
1200
kids
and
some
of
those
schools
really
need
a
lot
of
extra
help
in
our
tier
one.
What
we
do
is
we
collaborate
with
parents
and
staff
on
physical
and
mental
health
needs.
E
We
do
referrals
to
Health
Providers.
We
also
provide
individual
health,
education,
health
screening
and
immunization
compliance
for
tier
two.
Many
School
nurses
have
taken
the
mental
health
first
aid
class
and
we're
hoping
to
offer
that
again
here
this
school
year
for
the
newer
nurses
that
are
coming
on
board.
So
we
use
those
skills
we've
learned
in
that
mental
health
first
aid
class
in
our
practice
as
a
school
nurse.
E
We
also
do
CIT
referrals
and,
as
you
all
probably
know,
we
offer
lots
and
lots
of
emotional
support
to
all
students
in
the
Anchorage
School
District
in
the
tier
3
section.
We
also
monitor
our
students
with
complex
Health
needs
collaborate
on
504s
and
IEPs.
We
also
want
to
make
sure
we
have
protected
time
to
for
care
coordination
with
our
mental
health
specialists
in
our
building
with
shared
documentation
systems,
and
we
also
do
OCS
mandated
reporting.
K
So
what
we've
really
had
to
translate
is
when
we
look
at
an
interconnected
systems
framework,
a
more
merging
two
systems,
so
our
educational
system
and
kind
of
our
community
mental
health
system.
It's
important
to
recognize
that
there's,
no
replacing
that's
about
blending
and
weaving
resources
to
better
meet
student
needs,
and
this
image
right
here
was
really
an
aha
moment
for
us
and
helping
depict
what
that
looks
like
in
a
more
kind
of
tangible
and
understandable
way.
K
So
you
heard
a
lot
from
our
counselors
and
from
Sarah
about
the
district
really
being
at
tier
tiers,
one
and
two
being
that
being
their
primary
focus.
A
lot
of
our
district
resources
are
going
to
tiers
one
and
two,
and
if
you
think
about
that,
you
quantify
it,
estimations
are
about
80
to
90.
Percent
of
our
students.
K
Needs
are
met
through
tier
one
Services
when
we
go
up
to
tier
two
about
five
to
ten
percent
of
student
needs
are
met
through
two
tier
two
services
and
when
we
move
up
even
further
into
tier
three,
that's
about
one
to
five.
Those
are
estimations
and
really
vary
depending
on
school
and
post-pandemic.
I'd
be
interested
to
see
if
that
changed
nationally,
and
so
really
it's
about.
Then,
where
do
our
Community
Partners
come
in?
K
Our
Community
Partners
are
almost
flipped
they're,
really
bringing
in
their
intensive
and
individualized
supports,
and
entering
from
that
tier
three
lens.
That's
the
expertise.
They
bring
they're
the
only
provider
in
the
school
that
can
offer
Psychotherapy.
That
said,
we
know
that
their
knowledge,
their
experience,
their
training,
can
complement
what's
happening
in
the
school.
So
you
go
down
to
tier
two
and
you
see
that
they
can
also
offer
individual
supports,
and
those
can
include
things
like
mental
health
topic
groups,
short-term
interventions,
mental
health
consultations.
K
It's
also
training
on
Mental
Health
topics,
support
to
staff
and
really
kind
of
building
that
idea
of
mental
health
ambassadors
across
our
schools
and
so
really
as
we
consider
this
across
all
levels.
It's
it's
important
to
understand.
This
is
an
outline.
This
is
a
kind
of
a
baseline
for
our
schools,
but
every
school
is
going
to
take
this
and
individualize
it
to
their
needs,
so
those
teams
that
are
are
cruel
or
our
team.
All
discussed
today
are
really
where
they're
reviewing
data
and
making
decisions
on
how
they
allocate
resources
across
those
tiers.
J
J
So
in
this
area
we
really
have
a
plan,
a
solid
plan
to
focus
on
and
utilize
2.5
of
that
5
million
over
the
next
two
years,
and
that
is
really
to
build
comprehensive
mental
health
system.
This
is
going
to
one
address,
guard
rail
4.1
and
include
in
really
increasing
Mental,
Health
Providers
within
so
increasing
those
counselors,
and
that
you
heard
that
we
don't
have
at
all
schools,
but
also
guardrail
4.2,
continuing
to
expand
those
Community
Partners
we're
going
to
come
at
it
from
both
perspectives
and
really
work
on
how
we
better
support
schools.
J
The
other
way
that
we're
other
funding,
because
we're
really
about
blending
and
braiding
funding.
That's
the
only
way
we're
going
to
be
able
to
sustain
this
is
looking
at
funding
like
title
IV,
which
is
really
targeted
for
improving
School
conditions
for
student
learning,
and
that
includes
mental
health.
So,
currently
we're
looking
at
spending
those
funds
on
professional
development.
K
And
then,
as
as
Jenny
talked
about
kind
of
blending
and
braiding
funding
project
aware
is
a
new
federal
funding
opportunity
that
has
come
out
specifically
on
supporting
mental
health
efforts
in
the
schools.
We
will
be
pursuing
that
and
have
been
an
active
conversation
with
our
Community
Partners
and
internally
about
this
project,
and
one
of
the
unique
things
about
this
project
is
as
a
local,
Education
Agency.
K
An
additional
next
step
is
really
forming
those
advisory
and
Leadership
teams,
kind
of
at
all
levels
of
the
district
that
we
talked
about
earlier
kind
of
codifying
what
those
look
like
and
really
supporting
implementation,
both
at
the
district
level
and
within
our
schools
and
then
last
but
not
least,
developing
a
four-year
implementation
plan
systems.
Change
is
complex
and
long
term.
K
So,
while
we
have
11
and
now
soon
to
be
14
pilot
schools
for
this
idea
of
interconnected
systems
framework,
we
still
have
you
know
100
plus
schools
to
go
so
the
four-year
implementation
plan
will
really
focus
on
that
Foundation.
That
Jenny
talked
about
Fidelity
to
positive
behavior
intervention
supports
a
multi-tiered
systems
of
support,
making
sure
our
schools
feel
confident
and
equipped
to
have
those
operating
well
within
their
system
or
within
their
schools,
so
that
those
systems
can
support
our
community
partners
coming
in
and
really
supporting
students
across
all
levels.
K
They'll
also
include
kind
of
professional
development.
What
do
people
need
to
know
and
be
equipped
with
to
do
the
work
that
we're
all
discussing
here
and
then
a
sort
of
mental
health
awareness
campaign?
Embedding
mental
health
and
really
elaborating
its
focus
within
the
school
system
could
really
change
the
way
mental
health
is
viewed
and
the
generations
to
come,
and
it
is
a
basic
right.
It
is
a
basic
need.
We
should
view
it
right
alongside
physical
well-being,
so
we
have
an
opportunity
here
to
really
help
on
under
help.
K
People
understand
that
it's
okay
not
to
be
okay
and
ask
for
help,
and
so
really
kind
of
focusing
on
mental
health
awareness
and
then
last
but
not
least,
really
formalizing
and
streamlining
efforts
for
crisis
response,
screening
and
early
identification
of
student
needs.
It's
really
easy
to
see
who
has
needs
if
they
have
externalizing
behaviors
so
issues
in
in
the
class
performance.
But
we
really
want
to
make
sure
we're
identifying
those
kids
who
might
be
internalizing,
hurt
or
pain
or
struggling,
that's
harder
to
recognize
on
the
outside
and
then
expanding
our
integrated
sites.
K
Our
goal
will
really
to
be
to
have
a
district-wide,
interconnected
systems
framework
and
so
that
really
wraps
up
our
four-year
implementation
plan
and
I.
Think
there's
been
a
lot
of
learning
over
these
last
few
months
and
there's
a
lot
of
learning
and
a
lot
of
work
to
go
so
I'll
turn
it
over
to
Jenny
to
see
if
she
has
any
closing
remarks
before
we
say.
Thank
you
for
your
time
tonight.
A
Wow,
thank
you
guys,
I
see,
member
Jacobs
he's
got
his
mic
on.
So
why
don't
you
kick
us
off.
F
Thank
you,
madam
president.
You
know
team
really
lost
a
lot
to
be
excited
about.
So
thank
you
so
much
for
all
the
hard
work.
That's
got
us
to
this
point
and
I'm
looking
forward
to
keeping
track
as
to
how
things
go
in
the
months
and
years
to
come.
F
J
Well,
tier
one
is
for
all
so
it'd
be
school-wide
systems
and
supports,
but
we
don't
have
data
right
now,
specifically
around
two
or
two
and
tier
three,
but
we
could
look
into
kind
of
rust
rough
estimates.
We
can
look
into
that
for
especially
Our
Community,
Partners
and
number
of
kids
served
and
stuff
I've.
F
As
well,
come
back
I
smoke
a
few
questions
in
earlier,
so
I'm
going
to
shortly.
Okay,
yeah,
fair
enough,
so
I
guess
I'll
speak
to
earlier.
Well,
I'll
go
with
the
last
one.
So
next
steps
with
Revenue,
Miss,
McClelland
I
think
we
talked
over
the
summer
about
the
municipality
in
their
Pursuit
Of
A,
Mental,
Health,
First,
Responders
and
looking
at
the
possibility
of
like
billing,
Medicaid
or
thinking
outside
the
box
in
terms
of
Revenue.
Is
that
something
we're
still
considering?
Is
it
a
viable
path
to
support
some
of
this
work.
K
P
Just
a
couple
of
comments
and
I
appreciate
everything
you
do
I
remember
a
number
of
years
ago,
when
it
came
to
school
safety.
That
counselors
was
considered
to
be
by
the
by
the
by
the
professionals.
Much
more
important
than
the
sros
open
I
mean
you've
got
to
identify
the
kids
at
risk.
You
need
to
do
the
intervention
in
order
to
keep
the
school
safe.
So
when
we
look
at
what
we
allocate
and
what
we
have
to
do,
safety
is
a
high
high
priority.
So
I
really
appreciate
what
you
do
with
that.
P
As
far
as
the
SEL
I
always
like
to
at
least
make
sure
the
public
knows
we're
talking
about
social,
emotional
learning,
not
everybody
knows
all
about
little
letters
out
there
that
within
it,
but
I
recognize
the
impact
that
has
on
academics,
and
it
has
a
significant
one.
Number
of
years
ago,
the
anchor
School
District
won
a
national
award
for
the
SEL
because
of
its
relationship
to
the
importance
of
the
schools
and
how
well
we
were
doing
and
I
appreciate
the
role
you
play
in
that
one
too.
P
A
You,
member
Higgins
member
Holloman,.
Q
Sort
of
General
ask
and
not
an
immediate
response,
but
in
a
long
term
this
does
seem
like
something
we're
starting
to
coordinate
and
be
much
more
purposeful
about
and
and
I'll
confess,
to
some
degree.
Unlike
a
lot
of
the
general
public
and
that
we
say
school,
counselor
kids
go
talk
to
them.
I,
don't
know
what
they
do.
Q
So
we
love
to
sound
intelligent
that
people
will
give
us
enough
information,
but
but
as
it
becomes
more
concrete
because
I
think
one
of
the
things
you're
doing
in
coordinating
all
this
is
kind
of
standardizing
and
putting
things
into
language
and
to
be
able
to
talk
about
the
number
of
kids
that
you
directly
impact
and
in
what
ways
will
help
us
explain
that
in
one
more
way,
schools
are
doing
a
lot
more
than
math
and
reading
and
it
costs
money
and,
and
we
have
to
fund
it
if
we
want
it
to
work.
Q
L
Q
This
is
this
is
something
where
we've
identified
this
many
kids
or
this
segment
of
our
population
that
needs
this
and
we
don't
have
a
resource
to
send
them
to.
We
don't
have
resources
internally
to
deal
with
it,
but
I
do
appreciate
much
the
the
work
you're
doing.
It
is
probably
long
overdue
in
terms
of
doing
it
in
a
very
purposeful
way,
and
it
does
ultimately
impact
learning
for
a
huge
amount
of
kids,
not
just
the
kids.
You
directly
work
with,
but
the
ones
that
sit
next
to
them.
A
H
Is
it
personnel-based,
Band-Aid
approaches
the
tier
three
I
mean
I,
know
you're
talking
about
tier
one,
tier
and
tier
two
and
tier
three,
but
I
don't
want
to
see
schools
just
becoming
oriented
towards
that
sort
of
siled
endpoint
right
we
have.
If
we
have
a
disease
I,
don't
want
to
be
treating
just
the
disease
at
the
end
stage.
H
Right
I
want
us
to
be
working
proactively
to
promote
student
well-being
overall
and
there
you
guys
have
a
lot
of
tools
in
your
tool,
bags
that
you're
working
on
and
Partnerships,
but
I
think
that
we
have
got
to
tackle
some
of
the
structures
and
I
I'm
going
to
come
back
to
school
start
times,
because
there
is
a
lot
of
really
excellent
evidence
to
show
that
changing
our
school
start
times
is
going
to
diminish
student
depression,
anxiety,
sleeplessness,
the
things
that
I
think
that
we're
actually
talking
about
that
are
like
within
this
umbrella
of
mental
health.
H
So
I
would
like
to
see
the
board
the
administration
really
think
about
not
just
how
do
we
partner
with
other
organizations,
because
it's
great
to
tap
into
their
resources
and
bodies
of
knowledge?
But
how
can
we
structure
our
schools
at
a
holistic
level
down
to
the
playgrounds
right?
We've
talked
about
our
playgrounds
and
I'm
thinking
about
the
Lake
Otis
playground.
That
was
on
the
bond
that
failed
right.
It
doesn't
have
lights,
it
has
a
wooden
playground,
so
the
families
can't
come
and
play
there
when
it's
dark
in
the
winter.
H
Would
those
families
relationships
with
the
students
well-being
with
more
time
with
additional
access
to
that
space?
Would
that
help
mental
health
through
an
investment
in
infrastructure
in
lights
at
a
playground?
So
that's
what
I
want
us
to
do
is
to
think
not
just
about
Partnerships
with
VOA
and
Providence
and
Alaska
Behavioral,
Health
and
I.
Think
that
probably
the
Alaska
native
Health
Center
should
be
part
of
that
discussion,
but
that's
just
my
own,
but
really
we
need
to
think
bigger
about
what
it
means
to
promote
student
wellness
overall
and
so
that's
kind
of
micro.
A
A
How
do
you
how
the
services
that
we
provide
so
I
I
am
excited
I,
I,
think
seeing
all
of
the
different
I
mean
you're,
not
siled
anymore.
You
are
coordinating
and
working
together.
For
me,
that's
a
big
plus.
A
F
You,
madam
president,
just
a
couple
more:
we
we
talked
about
how
there's
a
short
specifically
Elementary,
School
school
counselors.
Does
that
leave
referrals
for
tier
two
and
three
supports
to
a
school
nurse
or
to
teachers?
How
are
those
students
getting
into
the
mtss
model.
R
R
O
I
think
it's
on
now
there
we
go
yeah
and
I,
don't
know
I'm
like
Elementary
School,
some
of
our
elementary
schools.
We
were
just
at
one
today
that
has
a
plethora
of
supports
around
mental
health
and
student
services,
and
it's
really
nice
to
see.
But
there
are
many
many
schools
that
have
almost
zero
supports.
They
may
have
a
psych
intern
and
that's
it,
and
so
those
those
issues
and
those
services
do
fall
on
to
the
people
that
are
there.
O
T
O
As
this
is
a
targeted
service
that
we
want
to
provide
for
kids,
that
we've
identified
and
then
of
course,
speaking
to
you,
that
we
do
want
to
have
all
of
the
all
of
the
kids
connected
to
school
and
and
making
sure
that
we're
hitting
all
those
tier
one
the
whole
school
as
making
as
schools
as
much
of
a
community
for
their
parents
than
caregivers
and
everybody
to
go
to,
and
once
you
are
connected
to
a
school.
We
know
that
we
have
less
behavioral
problems.
O
We
have
less
mental
health
problems,
it's
all
about
connection
and
just
being
part
of
that
community
of
your
school.
N
I
also
want
to
add
that,
for
the
referral
system
that
we
do,
school
counselors
do
have
a
type
C
license
with
a
state
of
Alaska,
as
well
as
nurses
and
principals
fall
into
that
category
as
well.
So
when
we're
talking
about
referrals,
we
do,
in
our
profession,
have
legal
and
ethical
responsibilities
for
that,
but
we
also
have
our
responsibilities
with
the
Alaska
statute,
with
how
we
refer
students
onto
our
Community,
Mental,
Health,
Resources,
and
so
that
does
limit
some.
M
We
also
do
have
a
number
of
other
just
behavioral
specialists
in
behavioral
positions
in
schools.
A
lot
of
times,
mental
health
or
other
needs
manifests
itself
as
behavior
problems
in
schools,
and
so
some
of
our
schools
have
been
creative
with
using
a
teacher
level.
Position
to
you
know,
be
a
behavior
specialist
to
kind
of
be
a
behavior
coach
or
teachers
build
capacity.
They
do
a
lot
of
teaming.
We
also
have
a
B
Team
through
special
education,
that's
kind
of
a
more
intensive,
highly
trained
to
work,
specifically
individually
with
kids.
J
But
if
I
can
add
to
that
to
you
right
now
with
some
of
the
issues
and
Staffing
and
special
education,
we
do
have
situations
that
were
were
problem
solving
with
schools
where
by
they
may
have
the
staff
to
do
it.
But
we
don't
have
the
resources
to
push
in
and
help
them
develop
those
plans
or
collect
the
data
to
really
hone
in
on
what
the
issue
is,
or
vice
versa.
We've
developed
a
plan,
that's
really
perfect
for
the
kid
and
we
want
to
implement,
but
we
don't
have
the
staff
to
implement
it.
K
Yeah
and
I
think
I'll
just
add,
like
our
schools
are
really
resilient,
so
they've
found
ways
to
make
things
work
to
support
the
students,
and
what
we're
talking
about
here
is
quality
improvement,
there's
a
level
of
quality
of
every
single
school,
but
we're
all
acknowledging
that
what
the
school
can
provide
and
what
our
Community
Mental
Health
Partners
can
provide.
Still
isn't
enough.
So
we've
got
to
think
innovatively
about
how
we're
addressing
student
need,
and
that
extends
to
the
point
of
in
those
meetings.
K
The
idea
is
to
take
the
foundations
that
they've
built
and
build
off
them
and
work
in
what
they've
really
honed
in
well,
even
with
our
schools
that
are
implementing
sites
we
aren't
going
in
there
and
being
like
this
is
ISF,
and
this
is
how
you
do
it
we're
saying:
what's
working
well,
we
don't
want
to
fix
that
if
it's
supporting
students,
here's
some
here's
some
opportunities-
here's
Sarah
is
really
you
know,
has
a
lot
of
knowledge
around
PBIS
and
structures.
Do
you
guys
have
any
questions
there?
F
All
combine
it
into
two
more
before
men
in
prison
throws
her
gavel
at
me,
strategically
placed
all
right.
So
that's
two
less
funding
questions.
We
talked
I
think
that
you,
you
folks,
talked
about
how
you're
proposing
to
use
2.5
million
over
the
next
two
years
of
the
five
million.
P
F
Million
the
board
allocated:
are
you
informally,
giving
the
board
the
green
light
to
consider
that
2.5
million
to
address
our
68
million
dollar
shortfall
and
then
an
easier
question,
because
it
doesn't
pertain
the
money
that
we
have?
We
talked
about
expansion
into
four
additional
schools.
The
assembly
appropriated
1.9
million
from
their
arpa
funding
to
Community
Partners.
Is
that
where
that
went
or
did
that
go
somewhere
else?
Do
we
know.
G
So
as
we
shared
in
the
budget
Workshop
this
afternoon,
looking
at
where
Esther
funds
are
allocated
and
how
we
can
use
that
towards
the
deficit
is
an
upcoming
topic.
F
Correctly
yep,
so
the
assembly
is
part
of
the
apartment
package
allocated
1.9
million
I
think
it
was
to
Alaska
Behavioral,
Health,
VOA
and
others
I'm
wondering
if
that
lines
up
with
the
Clark
Tudor
Northwood
Russian
Jack
or
if,
because
the
question
we
get-
and
we
probably
should
have
this
same
presentation
at
a
future
joint
meeting-
is
how
do
our
services
align
with
Community
Partners,
which
align
with
what
the
assembly
tries
to
support
and
so
how?
All
those
three
things
intersect,
I
think
would
be
a
good
conversation.
K
Yeah,
the
short
answer
is
yes,
we
haven't
gotten
a
clear
rundown.
Voa
did
have
an
additional
ask,
so
while
they
were
allocated
funds,
some
of
it
was
to
support
a
program
that
was
separate
from
school-based
services,
so
they
did
get
some
for
school-based
services
and
then
yes,
Alaska,
be
a
rural
health
and
school-based
health
centers
both
received
funding
for
school-based
expansions,
so
I
guess.
K
The
short
answer
is
yes,
and
we
are
that
is
part
of
our
work
together
is
to
really
align
around
those
topics
and
make
sure
that
you
know
there's
a
lot
of
funding
coming
available
for
mental
health
supports
and
we
want
to
make
sure
that
we're
using
it
strategically
for
impact
and
we're
not
you
know,
overreaching
or
over
asking
so
to
speak.
A
And
they
will
be
giving
a
report
to
this
joint
meeting
on
Friday
yeah.
The
Adora
I
mean
a
member
Wilson.
Do
you
have
any
questions
at
this
time.
U
Primarily
just
a
comment:
I
just
want
to
also
share
that
I
appreciate
all
the
work.
That's
been
that
you
guys
have
done
to
enhance
the
mental
health
services
for
our
students
and
as
member
Jacobs
and
I
I
believe
additional
members
have
said.
I
look
forward
to
seeing
the
data
of
the
students
that
are
receiving
these
Services,
how
they're
receiving
the
services
so
I
look
forward
to
that
future
data
as
well.
A
R
A
Thank
you
very
much
so
now
we're
on
item
e,
which
is
our
public
comment
and,
as
you
entered
into
the
boardroom,
there
was
a
there
is
a
handout,
a
blue
and
white
handout.
That
really
goes
over.
The
decorum
expectations
for
our
engagement
send
the
boardroom,
but
we
really
want
to
welcome
and
thank
you
guys
for
being
here-
and
this
is
our
first
opportunity
of
the
evening
for
public
comment.
A
The
book
we
set
aside
an
hour
at
the
beginning
of
the
of
the
meeting
for
public
comment
anything
any
comments
that
we
don't
get
to
within
the
hour.
We
will
hear
at
the
second
opportunity,
which
is
which
is
at
the
end
of
our
meeting
during
public
comment
board
members
will
not
answer
questions
or
engage
in
discussion
with
members
of
the
public.
This
is
the
Public's
time
to
speak
and
the
board's
time
to
listen.
A
The
board
welcomes
the
public
to
observe
and
contribute
to
our
meetings
through
their
comments,
however,
to
be
productive,
our
meetings
must
be
structured
and
civil.
We
conduct
our
meetings
under
Robert
Robert's,
Rules
of
Order,
a
set
of
rules
for
orderly
meetings
that
have
been
used
since
the
1800s.
A
Those
rules
require
the
board
and
the
public
to
be
civil
and
respectful
of
each
other's
opinions
and
statements.
A
As
the
president
of
the
board,
it
is
my
duty
to
enforce
the
Rules
of
Civility
and
decorum
as
such
and
consistent
with
Robert's
Rules
of
Order
I
have
the
authority
to
rule
any
speaker
out
of
order
for
violation
of
these
rules
and
or
fail
to
conduct
themselves
in
a
civilly
manner.
So
again.
Thus
the
handout
is
at
the
door
if
you
the
table
by
the
door
rather
and
with
that
we
will
begin
Our
Testimony
or
our
public
comment
hour
with
our
student
Olivia
love
welcome,
Olivia,.
S
Can
I
make
a
comment
really
quickly?
Thank
you
for
allowing
Liv
to
speak,
and
we
would
have
to
leave
right
after
this,
because
we
have
sixth
grade
Camp
the
bus
leaving
at
6
a.m
to
Homer
for
three
days.
So
forgive
us
thank.
B
Good
evening
my
name
is
Liv
flop
and
I
am
in
Miss
Park's
sixth
grade
class
at
Inlet.
View
I
am
speaking
here
because
I
would
like
to
see
an
interview,
Elementary
be
replaced,
it
is
beautiful
and
it
is
served
as
well,
but
the
school
hasn't
changed
since
my
mom
Rebecca
went
there
30
years
ago.
The
school
has
been
put
to
good
use,
but
has
been
greatly
neglected,
as
the
titles
in
the
intermediate
hallways
are
being
held
together
with
cardboard
and
tape,
and
the
lunchroom
separate
from
the
gym
would
also
be
nice.
B
Replacing
it
replacing
the
skull
would
be
more
efficient
because
we
really
need
it
and
it's
just
getting
worse
per
matter
of
fact.
The
original
score
is
going
to
have
two
floors,
but
the
demand
for
schools
in
1957
was
really
high,
so
they
opened
with
only
one
floor
since
my
mom
was
there
30
years
ago.
The
only
thing
that
hasn't
changed
is
the
route.
I
also
want
my
little
sister
Isabel,
who
is
in
second
grade
and
my
cousin
shout
who's
in
fifth
grade
to
have
a
great
future
at
in
The
View
foreign
school.
T
B
A
Okay:
next,
we
have
via
phone
Danielle
Kemp.
T
Thank
you,
hello.
My
name
is
Clyde
Cary
and
I
live
on
M
Street
right
next
to
Inlet,
View,
Elementary
and
I
am
here
to
express
my
support
and
promote
the
approval
of
funds
for
the
construction
of
an
Inlet
View
Elementary
School
replacement.
As
mentioned
my
family
and
I,
live
right
next
door
to
the
school.
I
have
two
children
that
go
to
in
Libya
one's
in
kindergarten
and
the
other's
in
second
grade,
and
my
wife
and
I
moved
to
the
South
Edition
neighborhood,
specifically
for
the
great
and
caring
Community,
which
also
most.
T
I've
lived
in
Anchorage,
my
entire
life.
The
many
great
schools
that
we
have
here
is
a
great
perk
for
Anchorage
I
personally,
attended
Cloud,
Elementary,
Mears
diamond
and
then
UAA
and
now
I
run
my
own
business
and
I'm
raising
my
family
here,
the
talks
of
potentially
closing
the
school
and
possibly
not
funding
the
Inland
View
Elementary
School
replacement.
Has
me
worried
about
my
family's
future
here.
T
A
huge
benefit
of
living
in
Anchorage
is
you
can
basically
live
in
any
neighborhood
in
town
and
have
access
to
a
great
school
that
will
be
nearby.
This
makes
it
an
easy
decision
for
my
wife
and
I
to
choose
to
raise
our
families
here
in
Anchorage
right
now.
I
know
that
Anchorage
is
full
of
opportunity
and
has
a
great
education
has
greater
education
options
for
families
if
the
inlet,
if
the
inlet
Elementary
replacement
project
is
not
funded,
then
my
sense
of
security
and
positivity
for
Anchorage
will
be
damaged.
T
We
know
that
there's
many
great
reasons
why
the
school
needs
to
be
replaced.
The
student
safety
inside
and
outside
the
building
overall
modernization,
its
high
maintenance
needs
and
overall
enrollment
over
enrollment
and
more
as
a
resident
living
adjacent
to
Inlet,
View
Elementary
I,
fully
support
the
project
and
its
current
design,
approved
by
the
city's
Urban
Design
commission
and
for
the
sake
of
our
city
and
neighborhood
and
education
system,
I
encourage
the
anchor
School
Board
to
approve
the
project,
as
is,
and
allocate
the
assets
needed
or
funds
needed
to
complete
it.
Thank
you
very
much.
S
D
R
Daughter
is
a
student:
oh
thank
you.
My
daughter
is
a
student
at
Lake
Otis
Elementary
I
am
calling
in
about
the
revolution
to
require
education
on
Secure
Storage
of
firearms,
because
our
gun
violence
in
schools
and
at
home
by
using
the
be
smart
program.
Beauty
smart,
is
an
excellent
program
that
I
think
would
greatly
benefit.
Asd
families,
like
mine,
I,
think
we
can
all
agree
that
the
safety
of
our
students
is
important
and
studies
show
following
safe
and
secure.
Firearm
reduces
risk
of
unintentional
firearm.
R
Injuries
among
children
by
85
percent
guns
are
the
leading
cause
of
death
in
children
in
teens
in
Alaska,
an
average
of
22
children
a
year
are
killed
due
to
firearm
mortality
and
59
of
those
deaths
are
caused
by
gun
suicide.
In
2019
nearly
half
of
high
school
students,
48.9
percent
to
the
exact
reported
excuse
me
reported
they
could
easily
access
a
loaded
gun
and
one-fourth
of
high
school
students,
2.5
or
sorry
25.3
reported
seriously
considering
suicide
securely
is
storing.
Firearms
have
proven
to
combat
these
figures
and
review
harm.
R
These
are
affordable
and
easy
solutions
that
still
allow
gun
owners
to
cook
too
quickly
and
easily
access
their
guns
for
protection.
I
strongly
believe
this
program
would
greatly
improve
the
Safety
and
Security
of
students
and
families
and
I
strongly
support
the
revolution
to
use
paths.
Thank
you
for
your
time.
A
And
thank
you
Miss
Emery.
Next,
in
person
we
have
Virginia
limbo.
W
W
You,
after
the
school
bond,
failed
the
legislature
appropriated
almost
100
million
dollars,
which
can
be
used
immediately
for
Capital
Improvements.
Why
spend
30
million
dollars
on
the
unlike
Inlet
View
replacement?
These
are
the
reasons
one.
The
other
schools
on
the
bond
have
one
need:
structural
and
seismic
Code,
Compliance
or
roof
replacement
or
repair
or
upgrades
on
safe,
vestibules
and
installation
of
state-of-the-art
security
features
or
furnace
replacement,
whereas
Inlet
View
has
all
of
those
needs
and
more
it
likes
the
sprinkler
system,
the
plumbing
leaks,
rust,
sewage,
water
onto
the
playground
and
inside
the
building.
W
At
times
the
drinking
water
is
not
potable
and
unlike
newer
schools
on
the
bond
proposition,
the
physical
plant
of
in
Libya
does
not
meet
School
District
educational
requirements.
Number
two
Ives
replacement
is
one
of
the
highest
Capital
priorities
of
the
Anchorage
School
District,
and
it's
2014-15
assessment.
The
district
found
Ives
to
be
the
school
most
in
need
of
repair
in
the
2018-19
assessment
that
continued
condition
of
the
school
had
deteriorated
and
it
was
cheaper
to
replace
than
to
renovate
ongoing
repairs
will
continue
to
drain
the
district's
operating
budget.
W
Three
of
the
different
ways
you
could
spend
the
money
from
the
legislature
using
it
to
fund
a
project
that
it
would
otherwise
have
to
be
paid
by
a
bond
is
a
form
of
tax
relief.
Real
property
taxes
would
not
contain
a
bond
assessment
of
principal
and
interest.
Do
not
ignore
the
impact
on
our
local
community
of
the
good
jobs.
This
construction
project
will
create
for
two
of
our
legislators.
Zach
fields
and
Tom
baggage
wrote
to
you
specifically
asking
you
to
fully
fund
the
project.
W
The
petitions
and
support
the
Green
Dot
map
and
the
stunning
margin
of
67
percent
in
favor
of
the
bond
proposition
in
precincts
in
the
Ives
attendance
Zone
demonstrate
that
there
is
wide
and
solid
public
support
for
this
project,
but
what
kind
of
community
is
in
love
for
you?
Enrollment
is
always
up
to
or
over
capacity.
It
is
racially
and
ethically
diverse,
as
Anchorage
as
a
whole,
and
it
is
more
economically
diverse
in
the
city
as
a
whole.
W
33
percent
of
households
have
an
annual
income
less
than
fifty
thousand
dollars
per
year
in
the
Inlet
View
attendance
boundary
52
to
53
of
percent
of
households
have
an
annual
income
less
than
50
000.
in
the
viewers
of
success.
It
is
one
of
the
highest
performing
schools
in
the
district.
We
are
the
only
Elementary
International
Baccalaureate
School
in
the
district.
This
week,
my
grandson
and
his
entire
fourth
grade
class
are
going
on
an
overnight
field
trip
to
Bible,
Victory
Camp
for
fun
and
educational
activities.
Like
the
fossil
book
last
year,
a
child
found
a
trilobite.
W
X
My
name
is
Mary
Geddes
I
live
on
N
Street
I
wish
to
speak
to
the
proposal
to
allocate
it
ASD
funds
to
an
Inlet
View
rebuild
my
husband
and
I
are
very
close.
Neighbors
of
Inwood
View
Elementary,
so
close
we're
just
one
house
away
from
the
school
lot
we've
been
in
our
home
for
decades.
Well,
we
no
longer
have
young
children
at
home
as
nearby
property
owners
and
as
actual
neighbors
of
the
school.
We
wish
to
weigh
in
on
the
proposal
to
allocate
the
funds
for
the
school's
planned
rebuild.
X
We
attended
multiple
UDC
hearings
on
the
school
rebuild
plan.
Frankly,
we
were
shocked
at
the
specifics
of
the
building's
deterioration
as
detailed
by
former
teachers
and
Inlet
these
students
themselves.
It's
not
just
outdated
and
crowded.
It's
worse,
it's
unsafe!
Clearly,
action
is
needed.
The
udc's,
painstaking
consideration
and
approval
of
the
rebuild
plan
is
a
green
light
and
prioritization
of
the
Inlet
View
rebuild
is
in
order.
We
think
that
board
member
Jacobs
and
lessons
proposal
to
allocate
funds
for
the
MLB
rebuild
reflects
that
priority
and
we
urge
your
support.
Thank
you.
A
Y
Thank
you
hi.
My
name
is
Petra
Wilm
I'm
in
The,
View,
Elementary
parent
or
the
ninth
year
in
a
row.
My
last
my
last
year
as
a
parent.
My
tenure
and
I
know
you've
all
seen
me
before
I,
just
I
don't
want
to
make
light
of
serious
mental
health
issues,
but
I
know
a
way
that
you
can
improve
the
mental
health
of
at
least
240
kids,
all
of
their
parents
and
caregivers.
Y
All
the
staff
and
many
of
the
neighbors
living
around
the
school
I'm
I
just
want
to
say
that
these
kids
and
teachers
are
closer
than
ever
to
finally
getting
the
replacement
school
that
they
need
and
I
think
that
you
are
the
school
board
to
get
the
job
done.
Y
Y
If
asd's
post
bond
survey
revealed
that
the
public
wants
to
vote
for
smaller
bonds
with
furnace
Replacements
and
roof
Replacements
and
Security
vestibules
in
this
political
and
economic
climate,
then
leverage
that
information
and
propose
a
bond
that
they
can
easily
vote
Yes
for
use
the
state
provided
bonds
am
I
fading
out.
No,
no,
okay
use
the
state
provided
Bond
debt
reimbursement
funding
to
take
care
of
this
larger
project
now
whole
makes
no
sense.
Y
When
you
have
a
serious
problem
right
now
and
if
you're
worried
about
spending
a
large
amount
on
one
project,
then
you
have
to
please
let
us
know
when
you
think
this
decision
to
fund
this
project
will
become
easier.
As
the
price
is
increasing
every
year,
I
am
predicting
that'll
never
happen.
Please
don't
pass
the
buck
and
condemn
the
school
to
death
by
a
Thousand
Cuts.
Thank
you
for
making
hard
but
informed
choices
with
the
Long
View
in
mind.
A
Next,
we
have
I
think.
Is
it
Lisa,
Foster
Lisa,
Foster,
Lisa?
Okay,
welcome!
You
have
three
minutes.
Thank.
Z
You
thank
you
good
evening:
I'm
Lisa,
Foster,
an
ASD
parent,
volunteer
noon,
Duty
traffic
crossing
guard
and
a
substitute
I'm
here
to
ask
you
to
readjust
and
simply
not
approve
ASD
memo,
number
27,
the
education
and
safe
and
secure
storage
of
firearms.
At
the
outset,
the
animal
looks
like
an
altruistic
attempt
too
that
help
out
the
students
of
ASD.
Unfortunately,
as
you
go
more
in
depth,
it's
ill-advised
with
the
current
budgetary
constraints
and
seems
to
be
overstepping
the
boundaries
of
the
educational
process
and
further
does
not
go
into
the
underlying
issues.
Z
First,
for
all
of
us,
who've
been
involved
in
statistics
and
gleaning
information
from
those
statistics
there
are
fallacies
and
drawing
conclusions
and
establishing
requirements
from
those
results.
They
don't
delve
into
the
underlying
reasons
and
root
causes
of
those
issues.
However,
the
tendency
is
to
overreact
and
create
requirements
that
do
virtually
nothing
except
establish
another
job
or
increase
paperwork
for
already
overburdened
people.
This
directive
is
tacking
the
means
and
not
underlying
causes,
nor
motive
behind
the
issue
of
deaths
related
Firearms.
Next,
the
memorandum
requires
an
education
process
on
the
safe
and
secure
storage
of
firearms.
Z
From
my
understanding
of
Asda
Health
curriculum
students
are
already
being
taught
about
fire
up
safety
and
dangers
inherent
with
those
weapons.
There's
several
drills,
Alice,
drills
and
other
drills
that
Target
this
as
well.
Students
and
SD
are
typically
under
18
years
old
and
Alaska
state
law
restricts
firearm
sales
to
those
under
18..
Therefore,
who
exactly
is
a
target
of
this
education?
If
the
students
are
in
fact
being
taught
about
firearm
safety
and
they're
legally
have
no
control
over
the
firearm
seems
that
ASD
is
overstepping
the
boundaries
by
providing
education
to
the
parents.
Z
Finally,
ASD
has
a
significant
issue
with
about
your
budget,
as
we've
heard
this
campaign
to
Target
parents
who
own
guns
is
not
fiscally
responsible
use
of
taxpayer
monies.
So
what
you're
doing
is
you're
using
my
money
to
tell
adults
how
to
store
their
firearms
in
their
houses
and
doing
that
you're
also
implicitly
telling
every
mem
one
of
us
that
we
are
more,
that
you
are
more
concerned
about
our
own
children
than
we
are.
Z
So
the
safe
and
secure
storage
is
not
the
issue,
spending
time
money
and
resources
Don
to
parents
who
own
them
is
not
the
issue
a
better
way
to
use
this
money
is
to
invent,
invest
in
our
students,
mental
health
and
returns,
teaching
the
students
overall,
respect
and
consideration
with
themselves
and
fellow
human
beings.
Additionally,
personal
responsibility
and
consequences
for
inappropriate
behavior
should
follow
so
I.
Z
A
V
Did
I
I
thought
of
changing
my
name
when
I
came
to
this
country,
but
I've
not
but
I
know
grow
in
okay.
Thank
you
very
much.
So
dear
ASD
members,
I
zoomed
into
the
budget
work
session
on
September,
14th
and
I
left
that
meeting
confused
I
I'm,
a
medical
doctor
with
a
PhD
in
epidemiology
and
I,
have
concerns
that
the
priority
of
ASD
were
not
fully
lined
up
with
the
proposed
budgeting
and
I
know.
V
These
are
options
we
were
which
were
discussed,
but
I
heard
priorities
saying
that
keep
schools
which
are
well
where
wealth,
tough
special
programs
are
being
operating,
including
language,
immersion
programs,
as
well
as
the
IB
Program,
which
is
at
the
Inlet
View
Elementary
I,
also
heard
as
a
priority.
I
have
saved
schools
for
our
kids,
but
then
on
the
proposed
budget.
I
saw
options
as
payback
money
to
taxpayers
tax
holidays
and
putting
money
aside
for
disaster
funds
and
I.
Don't
think
that
totally
aligns
with
the
priorities.
V
V
The
third
option:
putting
money
aside
for
a
disaster
fund
sounds
very
nice,
but
I
think
we're
actually
having
a
false
sense
of
security.
I
would
rather
go
with
preventing
a
disease
or
a
disaster
to
happen
then
respond
when
a
disaster
is
happening
right
now,
at
Inlet,
View
Elementary
I
can
see
a
disaster
happening
if
we
delay
any
new,
build
non-potable
water
and
sewage
on
the
playground
can
lead
to
many
communicable
diseases,
including
with
totally
not
limited
to
cholera,
hepatitis
and
and
typhoid,
there's,
no
secure
Festival.
V
If
everybody
knows
already,
there
are
no
line
for
Sight,
and
last
year
a
team
with
a
gun
was
heading
to
Inlet,
View
Elementary.
Luckily,
the
principal
action
reservations
and
APD
responded
adequately
and
the
team
was
intercepted
before
opening
fires.
Also
parking
and
traffic
are
currently
a
problem
around
the.
V
Hope
never
to
witness
and
to
respond
as
a
doctor
to
a
kid
car
collision.
The
new
proposed
School
build,
has
improved
children
drop
off
in
the
planning.
So
what
I'm
saying
I
don't
want
a
disaster
to
happen.
I
think
we
should
prevent
this.
The
longer
ASD
delays,
the
build
of
Inlet
View
Elementary,
the
greater
the
offset
and
gun
disaster
can
happen
that
higher
the
odds
that
children
will
get
ill
from
waterborne
pathogens
and
kids
are
exposed
to
chaotic
traffic.
Please
fund
Inlet,
View
Elementary.
AA
Let's
see
am
I
on
okay.
Thank
you,
I'm
I'm,
here
to
speak
on
behalf
of
all
ASD
students
from
the
West
roaming
and
even
in
the
hockey
Community
from
the
closure
of
the
possible
closure
of
the
Dempsey
Anderson
Ice
Arena,
and
the
benboki
Ice
Arena
for
the
homeless
shelters.
Coming
up.
We
talk
about
mental
health.
We've
talked
about
a
lot
here
today.
We
just
come
from
a
pandemic
and
where
else
can
we
do
SEL
in
an
ice
rink
where
it's
taught
every
day?
So
we're
closing
this
we're
we're.
AA
Actually,
when
we
close
these
Arenas
we're
closing
a
classroom
door,
we're
shutting
it
down.
I'm
coming
to
the
school
board
today
to
ask
you
and
Mr
superintendent
to
write
a
letter
to
the
visible
the
assembly
to
tell
them
that
they
are
shutting
a
classroom
door
down.
We
want
to
talk
about
academics.
West
High
last
year
receives
all
academic
Award
with
a
3.83
cumulative
academic
award.
AA
AA
So
not
only
is
it
for
high
school,
it's
for
the
kids
that
are
in
kindergarten
too.
Their
parents
take
them
to
the
ice
rink
they
get
to
exercise
their
mind.
They
get
to
work
as
a
team.
They
get
to
learn
the
ESL.
They
get
to
learn
to
get
the
mental
health
the
frustrations
out
and
learn
to
work
as
a
team
and
and
actually
push
for
their
academics
to
succeed
into
that
itself.
AA
So
I'm
asking
you
as
a
school
board
tonight
to
please
please,
please
take
a
moment
after
today
and
talk
to
each
other,
and
please
write
that
letter
to
assembly
I'm,
looking
to
take
probably
a
personal
day
tomorrow,
because
I'm
an
ASD
employee
to
go
in
front
of
the
assembly
and
ask
them
every
time
when
they
run
and
they
get
going
out
for
their
elections.
They
always
say
that
they
care
about
the
future
of
America
or
future
of
Alaska,
the
kids
and
now
they're
going
to
shut
a
classroom
door.
A
AB
Thank
you
very
close.
My
name
is
Caroline
van
hemert
and
I'm,
a
parent
of
two
children,
Inlet
View
Elementary,
two
boys
in
first
and
third
grade
I'm,
also
an
Alum
of
Inlet
View
and,
like
I,
think
the
first
Speaker
can
attest.
The
school
has
not
changed
in
the
30
years
since
I
attended
in
any
fundamental
ways
and
there's
some
Nostalgia,
of
course,
to
seeing
everything
as
it
once
was,
but
it
no
longer
meets
the
needs
of
the
students
and
I
think
all
of
the
Safety
and
Security
issues
have
been
well
articulated
by
others.
AB
This
time,
every
student
I've
spoken
to
it
in
live
view
is
not
asking
whether
the
grown-ups
will
fix
the
school,
but
when
they
will
do
it,
because
they
trust
that
we
will
do
what's
right
by
them
and
they've
shown
up
enough
times
to
these
meetings,
often
late
at
night,
and
listened
in
and
participated
in
the
conversations
that
I
hope
that
I
realize
there's
very
many
difficult
budgeting
decisions,
but
Inlet
View
has
been
waiting
for
a
long
time
to
be
replaced,
and
now
is
the
time
while
there's
the
opportunity
and
it's
not
going
to
get
easier
or
cheaper.
A
AC
Trying
to
be
quick
hello
to
the
Anchorage
school
board
and
to
superintendo
Bryant,
my
name
is
Shawnee.
Fitzgerald
I
was
born
and
raised
in
Anchorage
graduating
in
1985
from
East
Anchorage
High
School,
my
husband
and
I
have
put
four
children
through
the
Anchorage
School
District,
with
one
currently
attending
West
High
I'm
here
today,
to
speak
out
regarding
the
Anchorage
assembly
and
the
task
force
on
homelessness.
AC
Current
plan
of
considering
the
use
of
Dempsey
Anderson
Ice
Arena
as
an
emergency
homeless,
shelter
I
cannot
begin
to
tell
you
how
strongly
myself,
fellow
parents
and
other
turn
again
neighbors
opposed
this
plan.
I
have
received
communication
from
some
of
the
members
here
on
this
board,
who
stated
that
the
plan
was
not
shared
with
the
school
board.
AC
Prior
I
can
certainly
understand
this,
but
still
I
wish
to
go
on
record
at
this
meeting,
because
even
if
the
decision
ultimately
isn't
up
to
you,
I
can't
help
but
believe
that
the
board
has
some
influence
with
the
assembly,
the
mayor's
office
and
the
task
force.
If
this
decision
puts
children
In
Harm's
Way,
if
they,
if
they
all
know
how
strongly
the
school
board
opposes
this
plan,
then
perhaps
we
can
all
defeat.
The
short-sighted
and
ill-conceived
plan
I
have
asked
the
question
of
the
assembly
to
no
response.
AC
If
any
of
them
have
actually
walked
the
campuses
of
Dempsey,
Romig
and
West
High
well,
I
have
hundreds,
if
not
thousands
of
times
through
the
years,
Dempsey
Anderson
virtually
sits
on
the
campus
of
both
of
these
schools
in
the
working
document
from
the
task
force.
They
outline
their
concerns
for
proposing
proposing
certain
buildings
over
others.
AC
Besides
Dempsey
and
others,
they
propose
the
denina
and
the
Eagan
center,
which
they
say
the
proximity
Is
Not
optimal
because
of
its
downtown
location,
Sullivan
Arena,
which
was
used
as
a
homeless,
shelter
prior,
isn't
favorable
because
of
its
proximity
to
Chester
Creek.
If
location
is
part
of
the
evaluation
criteria,
then
please
somebody
tell
me
and
explain
why
putting
a
homeless,
shelter
within
feet
of
two
schools
and
thousands
of
children
is
somehow
a
plan.
AC
AC
AC
AD
AD
I
quote
the
school
board
believes
that
school
libraries
have
a
responsibility
to
nurture
intellectual
growth
and
Freedom
by
providing
materials
and
information
that
support
and
enrich
the
curriculum.
My
question
do
our
current
curriculums
K
through
8,
provide
intellectual
growth
and
freedom
on
sexual
identity.
AD
AD
AD
AD
Does
the
school
board
believe
that
a
book
that
promotes
literary
appreciation
should
be
one
that
allows
an
author
literary
license
so
that
the
author
can
use
voice
to
indoctrinate
our
students?
That's
not
my
words.
That's
someone
who
works
at
AP,
the
fender.
The
theme
of
gender
identification
is
recurrent
and
Central
to
the
message
of
this
book.
How
many
parents
will
be
happy
to
know
that
the
district
is
allowing
a
fourth
grader
to
teach
another?
Fourth
grader
about
hormone
suppression.
A
AE
At
that
time,
totem
had
101,
open
classroom,
support
positions
and
16
open
clerical
positions
for
a
total
of
117..
At
that
time,
that
number
seemed
huge
bigger
than
I
ever
remember.
In
my
seeing
in
my
25
years
with
the
anchor
School
District.
To
my
dismay,
that
number
has
only
increased
this
past
year.
We
are
short
staffed,
as
of
today
with
132
open
positions,
118
in
the
classroom
and
14
clericals.
The
situation
has
reached
critical.
AE
I
know
that
totem
isn't
the
only
classified
support
bargaining
bargaining
group
with
shortages
of
employees
we've
been
hearing
over
and
over
the
ads
with
the
shortage
of
bus
drivers
for
weeks
the
shortages
of
student
nutrition
employees
as
well.
There
are
large
incentives
for
hiring
into
these
positions
up
to
twenty
five
hundred
dollars.
AE
Each
position
within
the
district
has
value.
However,
these
other
two
groups
do
not
hold
the
educational
impact
that
totem
does,
with
the
shortage
of
clerical
staff,
supplies
and
curriculum
do
not
get
ordered
for
teachers,
staff
and
students.
Sports
and
activities
are
impacted.
Students
do
not
get
enrolled
timely
in
which
impacts
the
monies
the
district
receives
from
the
state
and
Muni,
but
the
most
impactful
issue
is
with
the
lack
of
classroom
support
staff,
and
why
do
I
say
that
these
are
the
staff
that
run
win
groups?
Prep
material
cover
the
classroom
and
recess
time?
AE
They
are
the
part
of
the
educational
team
that
assists
this
district
with
meeting
the
needs
of
our
students
in
the
classroom,
especially
our
special
education
students
who
have
IEPs
with
requirements
for
the
number
of
service
hours
that
must
be
provided.
I
have
staff
across
the
district
at
every
level
working
multiple
jobs.
They
are
covering
classrooms,
as
teacher
being
the
nurse
filling
in
as
new
duties
Etc.
AE
It's
also
impacting
safety,
para
Educators
and
office
staff
who
are
not
getting
breaks
or
lunches
pera's
having
to
toilet
students
alone.
Student
staff
ratios
not
being
met
for
everyone's
safety.
What
is
the
solution?
I
don't
have
the
answer
for
that.
I
do
know
that
the
district
has
lost
a
tremendous
amount
of
employees
over
this
last
year,
not
just
because
of
retirement.
Today
we
terminated
out
of
our
database
230
employees
since
June
and
I
will.
A
You
yes
send
it
in.
Thank
you.
Thank
you
Sandy
and
last
week,
but
not
least,
we
have
Jake
Metcalf
welcome.
AF
Board
I'd
like
to
thank
you
for
this
opportunity
to
speak.
My
name
is
Jake
Metcalf
I'm,
a
father
of
four
students
that
have
either
gone
through
or
are
in
the
Anchorage
School
District
to
the
graduated
of
a
daughters
freshman
at
West
and
a
son.
That's
at
Inlet
View
elementary
school
he's
in
second
grade
I'm
here
today
to
ask
that
you
fund
the
new
Inlet
View
School
I.
AF
AF
So
you
know
it's
it.
This
has
been
around
a
long
time
and
it's
there's
a
need
for
a
new
school
there's
been
a
need
for
a
long
time.
AF
I
just
want
to
tell
you
a
story
about
today
my
son,
Owen
and
I
biked
to
school
this
morning,
and
he
parked
his
bike
next
to
a
fence
and
that
fence
prevents
students,
staff
and
users
of
the
school
from
going
on
that
part
of
the
playground,
and
that's
because
the
sewer
pipes
were
so
old
that
they
that
they
collapsed
and
Spilled
raw
sewage
on
the
playground
a
year
ago
and
I
think
it's
intolerable
that
people
have
to
deal
with
that
at
an
elementary
school
in
Anchorage.
AF
So
I'm
asking
you
to
do
something
about
that
safety
concern
it
shouldn't
be
that
way.
You
know
there
are
some
other
reasons
why
we
need
this
school,
that
that
part
of
town
is
going
to
grow
over
time.
We
have
a
tremendous
amount
of
money
coming
in
from
the
federal
government,
thanks
to
President
Biden's
work
and
that's
going
to
create
a
huge
amount
of
employment
in
in
this
state.
There's
going
to
be
more
students
in
that
part
of
town.
AF
We
also
have
climate
change,
that's
creating
all
kinds
of
problems,
as
you
saw
this
weekend
in
the
state
of
Alaska
you're,
going
to
have
people
moving
in
from
rural
areas,
you're
going
to
have
people
moving
from
the
lower
48
to
come,
live
here.
So
from
a
from
a
planning
perspective
and
an
economic
development
perspective,
it's
essential
that
you
have
a
school
in
that
part
of
town.
The
other
thing
about
that
school
is
it's
an
IB
School
and
it
it
is
it's
doing
a
great
job.
AF
It's
one
of
the
top
10
elementary
schools
in
this
District,
so
I
encourage
you
to
fund
this
quickly.
It's
overdue,
it's
unsafe
and
it's
good
for
our
community
to
have
a
new
school
there.
So
thank
you
very
much
and
I
appreciate
the
opportunity
to
talk
to
you
today
and.
A
R
A
F
F
So
I
would
ask
to
remove
27
ASD
memorandum,
number
27
and
30
items
number
9
and
11.
F
Q
A
W
A
A
In
second
to
to
approve
the
remaining
items
on
the
consent
agenda,
that
would
be
items
two,
three,
six,
seven
and
eight
Olive.
Let's
see,
is
there
any
opposition
to
approving
the
remaining
items
seeing
and
hearing
none
the
consent
agenda
stands
approved
as
with
those
remaining
items
so
now,
let's
start
we're
going
to
not
start
in
the
order
pool,
but
just
the
numerical
order
of
the
memo
please.
If
that
would
be
okay
item
four,
which
is
memorandum
16,
was
pulled
by
member
lessons.
A
F
Ready
yep
Madam
president
I
move
to
approve
ASD
memorandum
number
16,
that
is
the
administration's
recommendation.
The
school
board
approve
budget
transfers
of
up
to
two
million,
eight
hundred
sixty
thousand
five
hundred
eighty
six
dollars
for
the
special
education
departments
related
services
to
the
division,
to
provide
speech,
language
and
occupational
therapy
services
for
students
with
disabilities.
A
H
Thank
you
for
this
opportunity.
I'm
supportive
of
the
memorandum,
but
I
wanted
to
use.
I
wanted
to
pull
it
to
to
use
this
as
a
space
for
conversation
so
other
than
authorizing
this
2.8
million
dollar
transfer,
so
that
we
can
continue
to
serve
our
students
with
disabilities
by
utilizing
Contracting
agencies
and
added
due
to
duty
agenda
for
permanent
employees
who
I
assume
their
loans
will
be
larger.
What
can
the
board
do
to
help
close
the
gap
of
the
speech-language,
Pathologists
and
occupational
therapists?
H
L
H
But
we
can,
can
we
Advocate
at
the
legislative
level?
Should
we
be
advocating
at
a
federal
level
for
changes
in
how
people
are
licensed?
I
mean
this
is
a
huge
gap.
We
need
to
be
able
to
serve
our
students
and
I'm,
just
wondering
other
than
saying
yes
to
this
memorandum,
like
yes,
and
how
else
can
we
help.
G
Sure
I
think
you
bring
up
a
number
of
great
suggestions,
especially
at
the
legislative
level,
as
we
go
into
the
next
legislative
session
with
that
said,
Are
there
specific
strategies
that
the
special
education
department
would
like
to
share
at
this
point.
L
AG
Good
evening
to
the
president
to
remember
lessons
the
special
education
department,
we
do
a
lot
of
recruitment
outside
of
Alaska,
because
we
don't
currently
have
a
lot
or
any
related
Services
programs
within
Alaska.
So,
however
speaking
language
Pathologists
and
our
leads,
as
well
as
our
assistant,
directors
and
occupational
therapists
work
with
universities
to
recruit
those
speech
and
language
Pathologists,
as
well
as
occupational
therapists
and
as
Linda
mentioned
earlier,
our
school
psychologists,
some
of
the
barriers
that
exist
within
that
is
that
it
is
also
a
nationwide
shortage
of
related
service
providers.
AG
So
when
we
get
interns
that
do
come
up,
that
is
our
greatest
chance
of
getting
them
to
stay
within
Alaska
for
several
years
or
five
years.
Two
years
it
just
kind
of
already
depends
on
their
family
situation,
but
one
of
the
things
that
I
think
would
be
super
beneficial
is
really
understanding
that
Alaska's
regulations
in
terms
of
those
positions
are
nationwide
is
the
Nationwide
criteria.
So
those
speech
and
language
Pathologists
occupational
therapists
or
what
have
you
they
are.
AG
Many
of
them
are
certified
through
Alaska,
but
they
also
have
their
National
certification
that
supports
that
work,
so
Alaska
changing
those
that
criteria
looks
very
different
because
it
is
a
nationwide
responsibility
of
like,
like
the
speaking
language,
pathology,
Association
and
Occupational
Therapy
Association.
What
we
could
explore
even
further:
our
assistance
for
occupational
therapy,
assistance
in
speech
and
language,
pathology
assistance
and
we're
also
working
on
supporting
those
efforts
by
supporting
our
current
speaking
language,
pathology
assistance
and
potential
coders
into
going
into
programs
or
supporting
them
financially.
AG
F
A
F
Madam
president
I
moved
to
approve
ASD
memorandum,
number
17
renaming
of
the
West
Bank
Ridge
High
School
stadium.
The
administration
recommends
that
the
Anchorage
school
board
approved
the
request
to
name
the
West
Anchorage
High
School
stadium,
the
West
Anchorage
alumni
stadium
in
reference
to
all
of
the
former
graduates
of
the
school.
A
A
Seen
and
hearing
none
I
think
member
Holloman,
you
pulled
it.
Q
You
get
to
do
that
every
now
and
then
somewhere
along
the
line,
we've
sort
of
shifted
and
almost
everything
goes
on
the
consent
agenda
now,
where,
before
it
used
to
be
just
a
handful
of
specific
things,
like
the
Personnel
report
which
we're
you
know,
we're
not
going
to
debate
the
Personnel
report,
but
it
did
strike
me
that
in
doing
a
recognition,
we
really
should
take
a
moment
and
recognize
this
one's
a
little
Broad
and
it's
West
High
alumni.
Q
But
there
are
several
of
our
schools
that
have
really
active
strong
alumni
associations
that
that
make
the
district
function
a
lot
better
and
so
I
I
kind
of
hated
to
see
this
go
as
part
of
the
consent
agenda
when
we
should
take
the
extra
a
couple
of
minutes
to
at
least
be
on
the
record
about
it,
and
not
simply
that
we
didn't
object
to
it
when
it
passes
through
the
the
other
thing.
Q
The
the
things
that
potentially
we
might
have
debate
about
I
would
hope
we
we
start
putting
in
action
items
again,
but
we
can
run
that
through
governance
committee
and
make
a
recommendation,
but
I
do
want
to
take
a
minute
and
say
that
I
I
do
think
that
there's
been
a
handful
of
times
where
I've
interacted
with
a
couple
of
our
different
alumni
associations.
Q
They
do
revolve
around
Sports
often,
and
so
this
is
very
appropriate,
but
they
do
a
lot
for
our
kids.
They
do
a
lot
for
our
community
and
I
think
it's
an
excellent
recognition
for
the
West
folks.
Thank
you.
A
A
AH
A
F
A
A
Seen
and
hearing
none
remember
Jacobs:
did
you
pull
it?
Yes,.
F
So,
thank
you,
madam
president.
I
wanted
to
Express
appreciation
for
I.
Think
it's
members
Wilson
lessons
of
President
Bellamy
for
bringing
the
original
proposal
forwards
for
governance.
I
guess
I
had
a
question,
spurred
by
testimony
earlier
in
my
review
of
the
resolution
and
related
memo.
I
didn't
see.
F
A
Q
You
know
the
motion
suggests
that
we're
going
to
be
educating
my
understanding
from
committee
is
we're
simply
passing
literature
from
an
outside
group.
We're
not
incorporating
it.
Q
Or
anything
like
that
and
to
a
member
of
the
audience
that
spoke
earlier,
we
are
just
passing
information.
We're
not
you
know,
instructing
kids
to
go
home
and
and
Scout
things
out
necessarily,
but
just
providing
some
info
to
families
and
and
I
think.
The
point
is
well
thinking
this
isn't
going
to
solve
everything,
but
if
it
does
spur
a
handful
of
folks
to
secure
weapons
in
a
in
a
good
way.
Q
E
Q
A
case
where
governance
is
recommending
that
we
simply
facilitate
the
transfer
of
information.
Thank.
F
Never
Jacobs
yeah.
Thank
you,
madam
president,
just
to
be
clear,
I
the
motion
that
I
made
a
purely
pulled
language
from
the
The
Memo
from
governance
and
so.
L
I
You
I
support
the
goals
of
the
resolution.
I
I
do
share
some
of
the
concerns
of
the
the
public
testimony
that,
given
some
of
the
guidelines
have
been
adopted
by
this
District,
some
of
the
staff
might
get
overzealous
with
what
they
do
with
this.
So
I
hope
the
administration
will
keep
within
the
guidelines
of
this
actual
resolution
and
and,
as
it's
been
explained
to
the
board
and
not
exceed
those.
I
A
I
L
F
Madam
president
I
moved
to
approve
ASD
memorandum,
number
029
acceptance
of
donation
of
hand,
bills
and
Chimes.
It
is
the
administration's
recommendation
that
the
school
board
adopt
have
summary,
accept
the
donation
received
by
the
fine
arts
department
of
seven
cases
of
Chimes
and
handbells,
with
the
estimated
value
being
forty
thousand
dollars
for
the
FY
2223
school
year.
Second,.
A
Q
Think
that
was
okay.
Thank
you
once
again,
I
feel
like
we.
We
should
take
a
moment
on
these,
this
very
generous
donation
and
something
that
I
think.
Probably
fine
arts
would
have
trouble
finding
the
money
to
to
put
in
schools
if
it
wasn't
donated
when,
when
I
was
in
a
building,
I
used
to
accumulate
a
lot
of
Technology
donations.
Mr
fleckenstein
probably
sat
in
meetings
where
they
tried
to
figure
out
ways
to
stop
that.
Q
Moving
company
donated
the
personnel
and
truck
to
bring
it
to
the
school.
These
will
be
in
use
for
decades.
These
will
affect
thousands
of
students
over
time,
they'll
be
around
for
an
incredibly
long
period
of
time.
Again.
I
I
think
it's
reasonable
for
the
board
to
take
a
moment
and
and
focus
on
this
one
item
and
say.
Thank
you
very
much.
A
Much
appreciated
yes,
member
Higgins.
Thank.
P
You
I
guess
I'll
meant
to
ask
you:
why
is
this
on
a
on
a
you
know:
approval
for
us
in
front
of
the
board,
because
we
got
a
lot
of
groups
out
there
donating
things
to
different
schools.
You
can't
go
through
to
to
a
school
without
seeing
the
store
doing
stuff
and
other
groups
doing
stuff
and
I.
Just
don't
know
what
the
criteria
is.
One
of
the
things
that
used
to
be
doing
in
the
past
is
at
the
beginning
of
school
board.
P
There
would
be
some
recognition
of
some
of
these
groups
and
some
of
these
organizations
that
are
providing
the
kind
of
support
they
are
because
throughout
the
community
doing
things
and
and
I
like
that,
opposed
to
really
identify
as
many
as
possible
that
are
doing
things
and
give
them
some
recognition.
They
deserve
it.
P
I've
I've
worked
with
some
of
the
groups
that
have
come
into
schools
before
so
I.
Just
I
I
want
to
recognize
here
for
those
who
aren't
reading
it.
You
know
you've
got
I
hate
three
names
but
Herman
in
the
Seidel
and
in
honor
of
Lynn.
His
spouse.
Making
this
generous
donation
and
I
appreciate
that
we
only
recognize
that.
P
A
We
became
aware
of
this
donation
through
email
sent
to
the
board
and
the
the
individual
used
to
work
that
they're
donated
and
used
to
work
for
the
Anchorage,
School,
District,
and
so
the
four.
This
is
a
forty
thousand
dollar
value
donation
and
so
the
Department
the.
What
is
it?
The
music
department
wanted
to
recognize
the
donation
and.
P
H
I
appreciate
willingness,
I
appreciate
member
Higgins
comments
about
yes
and
all
of
the
other
wonderful
partners
that
we
have
I
just
wanted
to
speak
to
this
particular
donation.
It
is
an
extremely
generous
donation,
I
think
one
of
the
unique
Virtues
Of
Music
and
music
education,
and
in
particular
with
handbells,
is
that
you
have
to
get
a
whole
bunch
of
kids
working
together
playing
together
waiting
for
their
turn.
H
Learning
to
hear
or
and
or
read
the
music
and
I
think
that
those
are
life,
skills
that
they
can
take
with
them,
and
so
I'm
just
genuinely
appreciative
of
this
donation,
because
it's
generous,
but
also
the
substance
of
this
particular
thing.
I
think
really
Fosters
collaborative
learning,
that's
going
to
benefit
children
for
decades,
yeah.
A
And
thank
you
and
I
think
I
do
recall
that
this
was
a
forty
thousand
dollar
donation.
Anything
over
30
000
requires
board
approval,
so
we
can
give
you
that
background
information.
If
you
want
it,
but
this
was
a
forty
thousand
dollar
donation.
Anything
over
30
requires
board
approval,
which
is
why
it's
on
the
agenda.
I
A
F
I
A
And
that
passes
unanimously.
Thank
you
good
discussion,
our
last
item,
but
not
last,
but
you
know.
F
What
I
mean
Madam
president
I
moved
to
approve?
Asd
memorandum
number
zero:
three
zero:
it
is
the
recommendation
of
the
administration
that
the
school
board
approve
and
authorized
the
superintendent
to
dispose
of
the
listed
Surplus
property
by
sealed,
sealed
bid,
sale,
public
auction
or
other
means
as
practical,
in
accordance
with
board
policy,
3270,
sale
and
disposal
of
books,
equipment
and
supplies,
personal
property
and
administrative
regulation,
3270,
sale
and
disposal
of
books,
equipment
and
supplies.
Personal
property
second
moved.
A
In
second
to
approve
memorandum
number
30.:
is
there
any
public
testimony
seen
and
hearing
none
remembered
Jacobs
speak
to
your
while
you
go
there.
F
Yeah,
thank
you,
madam
president.
So
I
I
had
some
good
conversation
with
Dr
Brian
offline.
This
is
the
the
first
time
that
this
has
been
before
the
board.
My
understandings.
This
was
moved
straight
to
an
action
item
and
wasn't
in
non-action
status.
At
our
last
meeting,
I
read
through
the
memo,
knowing
the
the
unfolding
situation
that
the
municipality
in
an
entirely
separate
process
that
we
aren't
a
member
of
the
team
in
is
engaging
related
to
homelessness
response.
F
I
had
a
working
understanding
of
what
this
memorandum
proposed,
but
I
did
find
it
to
be
a
bit
unapproachable
and
so
provided
feedback
to
make
sure
that
we're
being
transparent
as
to
what
exactly
is
being
proposed.
But
what
I've
seen
mentioned
in
city
public
meetings
is
that
this
is
going
to
be
for
a
certain
number
of
relocatable
buildings
that
these
will
be
provided
at
no
cost
and
that's
kind
of
the
extent
that
we're
involved
and
so
I
guess
I
was
hoping
to
receive
clarification.
F
If
that's
accurate
and
given
that
the
Coalition
has
formed
a
different
plan,
which
we
heard
some
testimony
about
tonight
regarding
ice
rinks
and
The,
Golden,
Lion
Hotel,
and
nothing
to
mention
with
these
relocatable
buildings,
is
this
still
a
need,
or
is
this
or
do
we
have
a
backup
plan?
If
that
proposal
that's
been
made
publicly
elsewhere,
isn't
something
that
comes
to
fruition?
Thank
you.
G
Sure
through
the
president
member
Jacobs,
that's
a
great
question
and
just
to
summarize
the
district
has
a
surplus
of
relocatable
buildings
and
it
has
been
a
practice
in
the
past
for
the
district
to
provide
Surplus
to
other
entities.
So,
for
example,
in
recent
months,
we
provided
relocatables
to
the
connect
tribe.
So
this
is
just
one
example
of
removing
our
Surplus
in
terms
of
the
city's
plans
to
reuse,
the
relocatables
I
would
need
to
consult
with
the
city.
G
We've
not
been
involved
in
the
homelessness
response
strategy,
but
we
were
approached
by
the
muni
with
the
by
the
mayor's
office
with
regards
to
potentially
using
these
relocatables.
So
this
would
allow
us
to
do
that
if
the
community
were
interested
in
using
this
as
part
of
their
plan,
Chief,
Anderson
or
chief
Holland,
do
you
have
any
additional
insights
you'd
like
to
share.
AI
Currently,
we
have
not
done
an
Loa
for
the
actual
transfer.
Excuse
me
to
the
municipality,
although
they
they
did
request
them.
So
if
that
doesn't
happen,
then
we'll
dispose
of
them
through
some
other
means.
AI
F
Way,
yeah
man
in
person.
Thank
you,
I
think.
That's
all
for
clarification.
The
only
other
I
guess
suggestion
I
have
is.
It
might
be
helpful
when
we
move
some
things.
This
is
more
of
a
procedural
item
that
could
be
tackling
governance
as
well,
but
when
we.
V
F
Q
With
backup
member
Jacob's
concerns,
I
read
the
memo
and
it
talked
about
auction,
something
or
other
practical
names
that
I
realized
that
when
we
voted
on
these
in
the
past,
I
always
assume
stuff
is
going
to
auction.
And,
of
course
not
everything
sells
and
at
some
point
the
dumpster
may
just
be
the
logical
place
for
it,
but
if,
if
it
is
planning
to
dispose
of
it
in
another
way,
yeah
I
would
like
for
the
board
to
be
advised
of
that.
Q
Just
so,
we
know
I
I,
also
really
these
these
might
make
a
heck
of
a
bonfire
somewhere
I
a
22
year
old
relocateable
is
a
building
that
is
had
a
lot
of
its
useful
life
used,
but
but
to
know
that
that
there
is
an
alternative
route
in
mind,
possibly
I
think
would
be
more
transparent
to
the
public
and
the
board.
H
So
I'm
not
going
to
support
this
transfer
I
understand
that
the
items
on
this
item
on
this
document
range
from
1963
to
1993,
so
that
puts
them
at
30
to
60
years
old.
The
memo
says
that
the
repair
of
the
items
is
not
cost
effective,
does
not
meet
code
specifications.
H
H
It
said
that
the
task
force
decried
the
portable
building
idea
for
lack
of
restrooms
and
showers
in
the
buildings
and
for
not
having
any
feasible
locations
identified
so
just
as
I'm
not
intending
to
pack
50
kids
into
a
classroom,
because
it
supports
the
district's
bottom
line:
I'm
not
going
to
approve
the
use
of
these
resources
to
Aiden
about
a
homeless
response
that
is
absolutely
getting
dismissed
by
the
people
who
are
thinking
about
it.
So
I
will.
A
AH
P
I
A
H
H
Thank
you,
okay,
you
pulled
it
great
yep,
so
I
appreciate
some
last
minute
work
on
behalf
of
by
the
board
president
and
Ms
Foster
to
pose
for
information
only
some
of
the
the
memo
that
the
finance
committee
presented
the
memo
that
came
out
of
the
finance
committee
last
week
and
as
mentioned
at
that
last
meeting,
member
Jacobs
and
I
had
prepared
a
memorandum
for
the
finance
committee's
consideration
that
acknowledged
about
115
or
almost
16
million
dollars
that
ASD
is
receiving
from
the
state
and
had
offered
targeted
recommendations
really
for
applying
those
funds
towards
our
pending
fiscal
cliff
and
the
profound
maintenance
backlog
that
we
face.
H
I
appreciate
that
all
board
members
attended
the
finance
meeting
and
engaged
in
what
was
nearly
a
two-hour
meeting
with
the
administration.
So
it
was
a
great
conversation,
so
consensus
items
coming
out
of
that
meeting.
H
We
heard
a
little
bit
about
that
last
week
or
at
the
last
meeting
and
any
additional
discussion
about
the
remaining
37.6
million
dollars
was
really
philosophical
and
different
board
members
approached
it
from
different
perspectives,
Each
of
which
I
see
value
in.
But
how
can
we
best
serve
the
needs
of
Anchorage
students
and
taxpayers
with
our
remaining
one-time
funds?
And
so
as
we
look
forward
to
the
next
board
meeting,
I
hope
that
members
of
the
public
can
engage
with
this
question
of
what
is
the
best
and
highest
use
of
those
funds.
Do
we?
H
How
do
we
incorporate
taxpayer
relief
while
putting
those
funds
to
good
work?
You
know?
Is
it
in
fact,
waiting
to
until
after
the
fy24
budget
has
passed?
Is
it
allocating
that
money
as
we
those
it,
was
raised
a
little
bit
today
in
our
4
pm
work
session
towards
maintaining
pupil
teacher
ratios
for
one
year,
in
which
case
we're
going
to
have
to
confront
the
same
issue
and
be
32
million
dollars
poorer
the
next
year?
H
Or
do
we
build
a
school
and
say
that
is
a
form
of
taxpayer
relief
and
an
investment
in
anchorage's,
long-term
economic
well-being?
So
I
think
that
this
is
a
really
important
conversation.
I'm
deeply
grateful
to
the
legislators,
who
advocated
and
worked
to
bring
this
money
to
ASD
and
to
other
districts
across
the
state
and
I.
Look
forward
to
a
robust
conversation
in
the
next
board.
H
So
that
is
okay.
The
update
that
I.
I
Greatly
appreciate
the
remarks
by
member
lessons,
I
think
possibly
member
Holloman
and
probably
in
the
past
member
Higgins,
have
been
through
some
very
challenging
budget
reduction
scenario
processes.
The
one
we're
facing
over
the
next
three
to
four
to
months
is
much
more
serious
and
much
more
dramatic
than
anything.
I
I
think
anybody
has
faced
here
before,
and
the
money
that
we're
very
lucky
to
have
from
the
state
legislature
is
totally
fungible
and
can
be
applied
to
whatever
the
board
decides
are
the
absolute
highest
priorities
and
buying
some
time
might
be
the
highest
priority
of
this
board
to
the
otherwise
devastating
operating
reductions
that
we
might
be
forced
to
make
in
the
very
near
future.
Here
to
fill
the
projected
68
60
to
68
million
dollar
Gap.
I
So
I
think
the
public
needs
to
know
that
this
money
is
was
not
dedicated
to
capital
projects,
but
was
provided
to
the
district
for
us
as
a
board
to
determine
the
highest
priorities
and
this
the
money.
That's
there
could
be
very,
very
significant
in
reducing
the
immediate
item
losses
to
our
students
from
budget
reductions
over
the
at
least
the
over
the
upcoming
school
year,
and
it's
just
something
to
keep
in
mind
just
how
serious
that's
going
to
be.
Thank
you.
Q
Q
They
rarely
go
back
and
backfill
from
previous
years
and
it
would
possibly
buy
us
a
year,
which
is
my
recollection
of
how
it
works
in
the
Anchorage
School
District
every
year,
I've
been
involved
and
it's
only
been
25
of
them,
so
I
I
I
do
think
it's
going
to
be
a
tough
call,
because
we
we
do
have
a
single
large
project
that
would
eat
up
a
bunch
of
it.
We
are
facing
a
severe
shortfall.
Q
We
also
have
a
building,
that's
in
dire
condition
and
I.
Think
the
big
question
is:
is
the
long
Horizon
a
year
out
or
five
years
out
or
ten
years
out,
and
it
is
one
I
hope
the
public
takes
note
of
and
provides
feedback
on.
It
will
be
a
tough
decision
and
you're
right.
The
cuts
for
looking
at
are
more
severe
than
any
other
time
in
the
past.
I
can
recall.
Thank
you.
A
Thank
you.
Okay.
Now
we
can
I
think
we
can
move
on
today.
School
board
and
administration
comments
I'm,
going
to
start
with
you,
Mr
Holliman.
Q
I
did
want
to
say
the
the
concern
about
the
Dempsey
and
going
to
help
myself
as
one
of
those
people
that
doesn't
follow
a
lot
of
hockey.
I
have
been
to
some
games,
but
I
actually
did
not
realize
the
proximity
of
Dempsey
to
the
West
Columbia
campus.
Q
Until
it
was
pointed
out,
one
person
said
we
should
talk
about
getting
a
letter
together
and
I
want
the
public
to
realize
that
we
don't
Talk
Amongst
ourselves
and
we
do
follow
the
open
meetings,
act
and
I'm
going
to
say
that
the
school
board
I
think
is
very
good
about
following
it
both
to
the
letter
and
in
the
spirit
which
means
we
don't
ever
get
together
in
a
group
of
more
than
two
or
three
and
talk
about
school
district
business.
Q
If
you
have
concerns
I
I,
don't
know
all
the
details
of
what
the
municipality
is
planning
and
I
I,
don't
know
what
the
fences
look
like.
I,
don't
know
what
the
traffic
patterns
look
like.
It
isn't
an
area
of
high
concern,
I
know
from
folks
that
were
using
bed
bug
which
I
do
know
the
location
of
in
relation
to
the
solvent
when
we
were
still
using
it
for
some
of
our
gangs,
while
it
was
being
used
as
while
the
Solomon
was
being
used
or
homeless
Center.
Q
But
unfortunately
is
it's
just
a
high
area
of
concern
from
that.
I
did
also
want
to
want
to
say
that
I
appreciate
the
comments
from
the
totem
president
and
that
again
and
I
think
probably
I'm
going
to
say
this
in
a
lot
of
meetings.
Q
We
plan
we
make
budgets,
the
administration
makes
plans
everything's
in
place
when
the
bell
rings.
It
falls
to
the
buildings
and
the
people
in
them
to
actually
make
something
work
every
day
and
they
are
working
when
when
they're
short
staffed,
it
means
the
people
that
did
show
up
have
that
much
more
to
do
whether
it
seems
doable
whether
it
seems
fair,
whether
it's
a
good
way,
but
they
do
manage
to
pull
it
off.
Bus
drivers.
Q
Of
course,
there's
not
much
way
to
fake
that
and
get
through
the
day
if
a
bus
doesn't
run
the
bus
doesn't
run,
but
but
every
day
there
are
people
that
are
out,
or
there
are
things
that
arrive.
There's
just
a
lot
of
static,
I,
think
being
generated
about
what
people
in
schools
are
doing
and
the
suggestions
from
a
lot
of
different
areas
are
they're
really
busy
with
things
that
don't
impact
the
education
of
our
kids
from
my
decades
in
the
classroom,
I
know,
that's
not
true.
Q
I
haven't
seen
anything
lately
to
suggest
that
it's
changed.
It
is
about
education,
it
is
about
the
basics.
It's
about
other
things
too,
because
kids
spend
so
much
time
there
and,
as
it
turns
out,
they
drag
a
lot
of
their
problems
into
school
with
them
because
they
don't
have
anywhere
else
to
put
them,
and
we
we
deal
as
best.
We
can
with
that
too.
T
Q
But
this
is
a
tough
call,
because
a
lot
of
people
say
it's
not
our
job
to
affect
Behavior,
but
the
reality
is
we
can't
function.
Unless
we
do.
We
have
a
lot
of
rules.
We
have
a
lot
of
regulations,
they
used
to
be
about
making
everybody
stand
in
a
straight
line.
Q
It's
way
more
complicated
than
that
now
so
I
again,
this
is
something
folks
in
the
buildings
are
going
to
make
work
and
I
applaud
them
for
it,
but
also
just
want
the
recognition
to
go
that
they
are
struggling
with
what
they
have
and
what
they
need
to
do
every
single
day.
Thank
you.
Q
H
I
would
appreciate
I
think
Echo
member
holliman's
request
for
a
letter
from
the
administration
with
respect
to
a
position
of
the
Dempsey
Arenas
proximity
to
Romig
and
and
West
personally
I'm
shocked
that
it's
an
option
shifting
gears
I'm
really
grateful
for
other
things
that
I've
been
exposed
to
over
the
past
few
weeks.
Recently,
a
fundraising
event
by
the
Anchorage
Symphony
raised
something
like
forty
thousand
dollars
to
bring
Elementary
School
students
to
the
Performing,
Arts,
Center
I.
H
Think
that's
remarkable
president
Bellamy
and
I
just
started
a
four-week
Ed
genomics
lab
training
session
for
school
board
members.
This
is
through
Georgetown
and
I'm,
looking
forward
to
being
able
to
share
some
insights
with
the
board,
maybe
at
the
end
of
all
of
that,
but
it
seems
very
effective
tonight.
The
first
of
our
elementary
school
jamborees
are
back
I
know
it
was
at
service.
So
thank
you
to
our
PE
teachers
and
health
and
PE
coordinator
and
our
Healthy
Future
partners
for
putting
this
on
I
hope.
H
Everyone
stayed
dry,
I,
don't
know
if
it's
raining
outside
I've
been
able
to
do
a
number
of
school
visits.
So
far,
this
fall
and
really
going
into
classrooms
is
the
greatest
privilege
in
being
a
school
board.
Member,
because
I
get
to
Peak
and
absorb
and
learn
about
the
state
of
our
schools.
H
I
just
wanted
to
share
some
of
my
observations.
I
got
to
see
students
in
Middle,
School
engaged
in
qualitative
and
quantitative
observations
in
their
science
class.
They
were
working
together
as
in
Partners
they
were
moving.
They
were
enthusiastic.
They
were
practicing
their
writing
skills.
It
was
a
wonderful
activity.
H
I
was
able
to
witness,
but
I
could
not
follow
immersion
students
who
I
later
learned
were
debating
the
merits
of
government
and
their
immersion
language
and
to
the
teachers
great
joy.
They
chose
to
be
governed
by
a
democracy
in
their
classroom,
but
I
didn't
really
know
what
was
going
on
until
the
very
end
I've
been
able
to
see
students
learning
to
navigate
their
online
portals
to
check
in
on
their
assessments,
learning
how
to
send
emails
correctly,
seeing
them
navigating
their
Halls
at
their
lockers
and
hallway
etiquette.
I've
seen
support
staff
Keen
into
students.
H
Emotional
needs
they're
just
there
at
the
right
moment
in
time,
I've
seen
and
talked
to
people
to
teachers
gathered
in
middle
schools
for
their
their
PLC
time
and
they've
shared
that
they're,
seeing
catch-up
growth
and
improved
behaviors
from
last
year.
I
know
what
the
elementary
math
curriculum
looks
like
and
it
looks
like.
Teachers
are
becoming
more
familiar
with
it
and
more
comfortable
with
it.
H
They're
also
even
adapting
lessons
and
they'll
say
well,
let's
make
this
after
so
and
so
in
the
classroom
right,
they're,
making
it
personal
to
their
students,
had
an
amazing
Pre-K
visit,
focusing
on
caring
finding
gross
motor
skills.
H
Esl
ESL
students
teachers
are
reaching
out
to
them
their
parents,
instructional
coaches,
they're,
having
fabulous
music
teachers
introducing
students
to
their
instruments
at
the
start
of
the
school
year
and
I.
Had
there
was
a
Middle,
School,
music
teacher
with
some
violence,
and
she
said
you,
you
must
begin
with
a
royal
sniff
and.
L
H
Was
just
it
was
engaging,
it
was
Whimsical,
it
was
good
teaching
and
then
they
proceeded
with
the
rest
of
the
lesson,
but
you
know
it
hooked
them
and
I.
Also,
you
know
when
you
tour
and
talk
to
people
right,
you
see.
Oh
we've
got
long-term
Subs
in
a
lot
of
these
classrooms.
We
have
larger
class
sizes
than
maybe
we
want
to
see
in
some
of
our
schools.
H
I
wanted
to
share
that.
I
know
that
J-1
Visa
holders
might
be
one
way
we
can
fill
some
gaps.
One
suggestion
was
that
those
J-1
Visa
holders
might
need
a
little
more
support
once
they
arrive
to
Anchorage.
H
So
food
for
a
thought
and-
and
the
question
about
attendance
that
I
raised
earlier
this
evening,
came
out
of
a
conversation
with
a
principal
who
was
concerned
about
chronic
absenteeism
so
really
valuable
to
visit
our
schools
get
those
boots
on
the
ground,
insights
and
looking
forward
to
a
whole
bunch
more
visits
to
come.
Thank
you.
I
Thank
you,
madam
president.
Growing
up
at
Spenard
and
as
the
parent
of
a
hockey
player
I
am
familiar
with
the
proximity
of
the
Dempsey
facility
to
romeic
and
West
and,
as
you
share
the
concerns
that
we've
heard,
with
placing
any
homeless
facility
next
to
a
school
I
recognize
the
challenges
of
addressing
the
homeless,
prob
problem
and
I
I'm.
Very
grateful
to
all
the
effort.
That's
been
going
into
it
by
our
community,
but
I
would
support
this
board,
taking
a
position
on
this
manner
to
ensure
that
that
the
safety
of
our
students
is
guaranteed.
I
U
You
know,
for
example,
soccer
field
time
to
take
that
one
rink
and
and
use
it
for
for
other
purposes
would
be
quite
a
stream
on
our
our
students
that
participate
in
the
extracurricular
activities
and
and
Hockey
being
one
of
them,
and
we
really
need
every
opportunity
for
our
kids
to
have
something
positive
to
be
a
part
of,
and
not
have
to
wake
up
at
5am
to
practice
before
school,
which
has
happened
in
the
past.
So
I
I
also
support
keeping
the
hockey
rink
available
for
our
students.
U
I
would
also
like
to
acknowledge
that
it
is
Hispanic.
Heritage
Month
I
had
the
pleasure
of
attending
an
event
at
Inlet
View.
They
celebrated
Mexican,
Independence
Day,
with
Latin
dance
performances,
West,
High,
School,
immersion
students,
singing
Spanish,
poetry,
I'm,
not
sure
how
many
of
you
know,
but
Inlet
View
has
as
part
of
their
curriculum.
The
students
learn
Spanish.
So
it
was
a
nice
opportunity
for
the
families
to
come
out,
have
a
family
night
and
have
an
appreciation
for
for
those
cultural
activities,
so
I
really
enjoyed
attending.
U
A
Thank
you
very
much.
Let's
go
to
member
Jacobs.
F
You
this
evening
or
really
tomorrow,
about
a
way
we
can
draft
a
letter
to
the
municipality
expressing
to
have
a
seat
at
the
table
if
the
Dempsey
is
going
to
be
used.
I
think
that's
a
reasonable
ask,
even
though
we're
not
certainly
not
part
of
the
response
team
with
his
children's
safety
involved.
We
should
certainly
should
be
at
that
table.
So
that's
my
intention.
F
Obviously
we
have
a
meeting
with
them
later
this
week,
but
this
seems
to
be
a
pretty
pressing
issue.
So
I
do
appreciate
the
community
who
came
out
and
raised
on
awareness
I'll
leave
it
there.
Thank
you.
A
P
Competition
love
it
I,
I
think
I
joined
everyone
else
when
it
comes
to
the
empty
Anderson
issue.
I'm
familiar
with
that
that
situation,
kids
played
there
with
my
kids
and
and
I
realized
that
this
is
a
different
situation.
It
wasn't
that
many
years
ago
for
the
pandemic,
the
homeless
issue
was
just
complaining
about.
Do
they
keep
their
tents
up,
and
things
like
this
now
we're
worried
about
them
in
a
more
humane
way
and
there's
a
and
how
to
solve
that
problem.
They're
all
options
out
there
they've
been
all
over
the
process.
P
P
It
was
interesting
on
the
issue
of
guns,
because
the
last
time
I
spoke
whether
or
not
talking
to
kids
about
keeping
the
weapons
safe
is
really
going
to
be
effective
because
it's
the
parents
issue,
but
you
know,
if
every
anything
at
all
that
helps
to
try
to
make
it
so
the
kids
are
safer
is
worth
the
effort
and
that's
that's
what
it
comes
down
to
me.
P
Inlet
View,
of
course,
will
be
discussed
next
week
that
whole
issue
with
all
the
funding
and
you're
hearing
all
the
cuts
that
we
could
be
potentially
be
looking
at
everything
about
it.
It's
just
it's
a
Avalanche
of
activities
right
now
in
regards
to
concerns
about
the
educational
materials
we
have,
we
don't
hide,
get
information
from
kids.
We
let
them
see
things.
P
We
look
at
it,
though,
from
age
appropriateness
and
we're
not
screening
Things
based
upon
some
sort
of
of
objective
that
individuals
might
have
or
views
within
it
and
I
right
now.
Everything
I've
seen
is
full
screening
materials
I've
been
doing
pleased
with
we
listening
to
the
to
the
concerns
about
Staffing
in
every
area
in
the
ankle
School
District
I've
said
it
before
you
got
27,
000,
less
adults
working
than
10
years
ago.
P
Every
organization
goes
in
you
can
you
know
it's
looking
for
people
and
we're
no
different
than
anyone
else,
but
that
that's
going
to
be
a
a
tremendous
ongoing
problem
for
us,
whatever
we
can
do
within
that,
we
need
to
do,
but
I
don't
have
any
answers
for
it.
No
one
else
in
any
in
the
whole
country
is
in
that
category.
P
Really
the
efforts
to
try
to
fill
positions
through
contractors
is
not
the
best
way
to
do
it
from
a
management
perspective,
but
you
alternative
is
not
to
have
it
filled
and
so
I
think
the
administration
is
making
good
effort
there
to
make
sure
that
we're
meeting
the
needs
of
of
kids
that
could
have
critical
needs
in
this
case
of
support
and
I,
appreciate
that
and
supported
it.
That
way,
and
with
that
that's
a
record
time,
I.
A
A
A
Thank
you,
so
I
I
just
have
a
couple
of
comments.
First,
an
announcement
for
the
board.
It
is
time
for
us
to
do
our
self-evaluation.
A
We
are
actually
late
we're
going
to
do
it
a
little
bit
different,
we're
going
to
work
in
pairs
to
do
the
initial
and
then
we'll
come
together
at
a
later
date
to
figure
out
where
we
are
and
that's
because
we
are
using
all
of
our
work
session
time
to
focus
on
the
budget
and
I'll
try
to
find
another
day
another
hour
for
us
to,
and
we
can
do
that
virtually
I
believe
so.
Look
for
an
email
from
me
on
that.
A
What
I
understand
about
the
Dempsey
Anderson
situation
is
that
it
is
a
preliminary
recommendation
that
the
task
force
will
be
taking
up
tomorrow
from
11
to
1.,
so
it
may,
it
might
come
off
the
list
parents
have
been,
and
in
my
in
my
responses
to
parents,
I've
been
asking
them
to
also
share
their
thoughts
with
the
assembly
and
I've
shared
the
information
about
the
meeting
tomorrow.
A
So
it
is
on
the
list
as
but
it
is
a
preliminary
site.
Let's
hope
it
goes
away
tomorrow
and
and
but
if
not,
I
certainly
am
willing
to
a
position
on
it
and
get
that
to
the
board
as
worse,
as
well
as
share
it
with
the
assembly
on
Friday,
so
I
I
also
have
been
enjoying
my
school
visits.
A
My
goal
is
to
get
to
every
school
this
year.
This,
however
I'm
going
to
be
creative
with
how
I
get
to
those
schools
I'm
just
going
to
say
it
like
that,
but
everybody
I
mean
the
kids
are
amazing.
The
staff
are
amazing.
I
was
a
crossing
guard
for
a
couple
of
days
when
the
buses
switched,
that
was
even
fun.
It
was
cold
and
wet,
but
fun
I
participated
in
a
civics
class
at
Lake
Otis
and
they
actually
invited
me
back.
A
I
went
to
the
learning
breakfast
at
sasetna
and
the
kids
were
so
amazing.
They
they
only
wanted
to
know
how
old
are
you?
How
old
are
you
really
anyway?
They
were
amazing
and
they
did
this
wonderful
project
where
they
were.
They
decorated
these
pizza
boxes
because
the
pizza
boxes
were
going
to
be
their
portfolio
boxes
so
anyway,
there's
just
lots
of
good
stuff
going
on
and
I'm
I'm
just
really
really
pleased.
A
I
look
forward
to
sharing
some
information
with
the
board
from
my
Workshop
this
last
weekend
with
the
Alaska
School
Board
Association,
as
well
as
from
the
edge
of
genomics
course
that
Kelly
and
I
are
taking
and
I
I
mean
I
struggle
with
data,
but
they
make
this
quite
easy
and
very
entertaining
actually.
So
it's
worth
our
time,
it's
a
four
class
series
and
I'm
looking
forward
to
continuing
that.
So
with
that
moved
to
somebody,
let's
go
move
to
adjourns.